Norris M. Haynes

The Comer School Development Program: A Theoretical Analysis

Practice resting on theories of society, of needs, of social relationships: applications.

Influence of Self-Concept on School Adjustment among Middle-School Students

The view that childrens self-concepts influence their school adjustment and behavior is widely accepted, but the strength of the influence and the contribution of specific self-concept dimensions to childrens nonacademic performance in school are uncertain. This issue is important in view of evidence that behavior problems are acute among minority children in inner-city public schools. The purpose of the present study was to examine the relationship between specific self-concept dimensions and school adjustment in three areas: (a) general classroom behavior, (b) group participation, and (c) attitude toward authority, as assessed by teachers. The sample consisted of 142 American middle-school children who attended four inner-city public schools. The results showed that significant bivariate correlations existed between each self-concept dimension on the Tennessee Self-Concept Scale and the three behavioral domains studied. Stepwise multiple regression procedures also indicated strong individual and combined predictive power among the self-concept dimensions.

The Yale School Development Program: Process, Outcomes, and Policy Implications.

The plight of urban education in America continues to evoke considerable concern among many educators, policymakers, and average citizens. Urban schools whose populations are disproportionately minority continue to experience high rates of failure despite the many school improvement efforts of the past three decades. The most effective strategies are those that address the socioemotional and psycho-educational needs of children. The linkage between school programs and communities, including families must be strengthened The School Development Program of the Yale Child Study Center has been successful in improving urban schools because of its emphasis on systemic change, child development, and parent involvement.

Dimensions of Children's Self-Concept as Predictors of Social Competence

Abstract The relationship between specific dimensions of childrens self-concept and their social competence as assessed by their parents, teachers, and themselves was examined in the present study. The relative predictive power of six self-concept dimensions in predicting childrens assessment of their social competence was also studied. Subjects were 253 randomly selected middle-school students in a northeastern, inner-city school system, their teachers, and their parents. Instruments used included the Tennessee Self-Concept Scale (TSCS) and the Social Competence Scale (SCS). Children completed the Tennessee Self-Concept Scale and the childrens version of the Social Competence Scale. Teachers and parents completed a slightly modified version of the Social Competence Scale. A correlational analysis indicated moderately high and significant Pearson moment correlation coefficients (p < .01) between self-concept dimensions and childrens ratings of their own social competence. A hierarchical stepwise multi...

Gender and Achievement Status Differences on Learning Factors Among Black High School Students.

AbstractRecent investigations have established strong causal relationships between higher achievement outcomes among students and their increased use of specific learning strategies and meta-cognitive processes. Moreover, it has become increasingly evident that even the lowest achieving students can be taught to improve their achievement outcomes through the use of specific learning strategies. Yet, among Black high school students in urban schools and especially among Black high school males, achievement outcomes continue to be disappointingly low. The authors felt that an examination of the use of learning strategies among a sample of these students might provide some useful information. The present study examined differences between high, average, and low achieving Black male and female high school students on measures of learning and study behavior, as well as on motivation and attitude. The results indicated significant differences between high and low achievers and between male and female students o...

Differences in Self-Concept Among High, Average, and Low Achieving High School Sophomores

Abstract Although the literature on the relationship between self-esteem and achievement among high school students is complex and inconclusive, there is strong support for the view that self-esteem is highly correlated with achievement. Given this evidence, can the conclusion be drawn that, generally, low achievers tend to have low self-esteem? The present study was undertaken to examine the differences in the six self-concepts dimensions among 148 above average, average, and below average achieving sophomores in an urban high school. A multiple analysis of variance indicated significant differences on four of the six self-concept dimensions. Scheffe post hoc analysis indicated that students in the below average group differed significantly from their higher achieving peers. The average and above average students, however, did not differ significantly on any of the self-concept dimensions.

A Comparison of Learning and Motivation among High School Students.

The academic performance of minority high school students, particularly in urban inner-city settings, is of great interest to educators and individuals concerned with the academic development of these students. It is widely recognized that in order to positively influence academic achievement related factors such as learning and study behavior, motivation, attitudes, self-concept, and other pertinent psychosocial characteristics should also be targeted for positive change. The present study compared 20 sophomore students who participated in a special program and 128 of their nonprogram peers on achievement and related measures. The program at a target high school was structured to positively impact achievement, as well as related student behavior and attributes. Significant differences were found on achievement, attendance, learning and study behavior and skills, self-concept, and other pertinent psychosocial attributes.

Reducing the Risk Of Teen Parenthood: An Approach That Works

Teen parenthood continues to be a sig nificant educational and social issue among middle level and high school stu dents. The level of sexual activity and the rate of teen pregnancy among school children require serious attention and strong, urgent action. Heres a look at a middle school teen parenthood preven tion program that has proved to be ef fective.