EDUCATIONAL INTERVENTION PROGRAMS

EFFECTS OF EDUCATIONAL INTERVENTION PROGRAM ON SELF-ESTEEM

OF AT-RISK FIFTH GRADE STUDENTS: A RESEARCH PROPOSAL

At-risk students are typically defined as students who, due to a wide range of personal familial, social, and/or academic circumstances, are likely to leave school prior to their high school graduation. According to a 1983 report issued by the National Commission on Excellence in Education, at-risk students may be identified by one or more of the several factors which operate to put them at risk. The most major of these factors include: (1) academic performance that is two or more years behind grade level; (2) California Achievement Test scores which are below the 25th percentile; (3) non-promotion to higher grades; (4) truancy; (5) learning disabilities; (6) physical, emotional, or mental handicaps or health problems; (7) unstable home environment; (8) poverty; and (9) low self-esteem.

It seems reasonable to suggest that Educational Intervention Programs which operate to remediate one or more of these factors which place students at-risk can be of assistance in reducing the probability of students leaving school prior to their high school graduation. Thus, research which develops and evaluates Educational Intervention Programs for their effects on one or more of the delineated factors plays an important role in the overall effort to promote school success and reduce dropout rates. The problem examined in the proposed study is the evaluation o

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ures, these being: (1) self-esteem as measured by Total P score on the TSCS; and (2) self-esteem as measured by Total self scores on the Coopersmith Inventory. Development of the Educational Intervention Program One further point that needs to be addressed in terms of the research design is the development of the Educational Intervention Program. In this regard, it was stated in the beginning of this proposal that the development of this program would, in essence, be a modification of an already existing program used at the school for at-risk students in grades 7 and 8. It should be pointed out here that this modification will proceed by reviewing the at-risk literature for programs similar to the existing program which are currently being used for the purposes of elevating the self-esteem levels of at-risk fifth grade students. Salient information will then be used as the foundation for making modifications in the existing literature. Further, to make sure that the program modifications are appropriate and valid, the developed program will be given to a panel of experts who will be asked to review the program and make recommendations to improve its appropriateness and validity. These recommendations will then be incorporat

Category: Psychology - E