The Feasibility of Training Teachers to be More Humanistic and the Training's Effect on the Teachers' Students
type: CreativeWork
description: The problem. Research has indicated that human, person-centered characteristics in a classroom do make a difference. This study was concerned with the effects of a midwestern intermediate education agency's human relations training program. The study determined certain effects of this training on teachers and its transferability to the teachers' students in a midwestern school district. Procedures. Ten elementary teachers (five teachers in the control and experimental groups, respectively) were selected from a midwestern school district. The research design was a nonequivalent control group design. The five experimental teachers were selected from the group of elementary teachers who had registered for human relations training in the summer of 1978. The five control teachers were chosen from the group of elementary teachers not taking training. They were matched with the five in the experimental group by grade level, achievement of students in the last three years. and instructional setting. Data for the research study were collected by video tapes and achievement tests. Each teacher in the control and experimental groups was taped for one-half to one hour in the classroom as a pretest during May of 1978 and during April of 1979 as a posttest. The experimental group of teachers participated in forty-five hours of human relations training in June of 1978. In September of 1978, all students of the ten teachers were administered the Stanford Achievement Test. Data only from the subtests of Vocabulary, Reading Comprehension, and Word Study Skills were used. In April of 1979, the three subtests of the SAT were administered to the students of the ten teachers participating in this study. The video tapes were viewed and rated by professional, trained raters from the National Consortium for Humanizing Education. The raters used the Carkhuff Scales to assess the pretest and posttest video tapes of the ten teachers for empathy, congruence, and positive regard. The ruters also…
abstract: The problem. Research has indicated that human, person-centered characteristics in a classroom do make a difference. This study was concerned with the effects of a midwestern intermediate education agency's human relations training program. The study determined certain effects of this training on teachers and its transferability to the teachers' students in a midwestern school district. Procedures. Ten elementary teachers (five teachers in the control and experimental groups, respectively) were selected from a midwestern school district. The research design was a nonequivalent control group design. The five experimental teachers were selected from the group of elementary teachers who had registered for human relations training in the summer of 1978. The five control teachers were chosen from the group of elementary teachers not taking training. They were matched with the five in the experimental group by grade level, achievement of students in the last three years. and instructional setting. Data for the research study were collected by video tapes and achievement tests. Each teacher in the control and experimental groups was taped for one-half to one hour in the classroom as a pretest during May of 1978 and during April of 1979 as a posttest. The experimental group of teachers participated in forty-five hours of human relations training in June of 1978. In September of 1978, all students of the ten teachers were administered the Stanford Achievement Test. Data only from the subtests of Vocabulary, Reading Comprehension, and Word Study Skills were used. In April of 1979, the three subtests of the SAT were administered to the students of the ten teachers participating in this study. The video tapes were viewed and rated by professional, trained raters from the National Consortium for Humanizing Education. The raters used the Carkhuff Scales to assess the pretest and posttest video tapes of the ten teachers for empathy, congruence, and positive regard. The ruters also…
author: Herold, Dwight F.
language: en_US
keywords: Teachers--Training of, Education, Elementary, Values, Teachers--Training of--Evaluation
date published: 1980-05
date modified: 2026-07-27T19:19:36Z
provider: Drake University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Drake University

PropertyValue
property ID: Handle
value: http://hdl.handle.net/2092/723