02839cam a22003972u 4500001000800000005001700008007001400025008004100039035002000080037001900100040002700119091000800146100001600154245023400170260006800404300001000472500008200482500004400564500004300608520122200651530008001873533008101953650003102034650002102065650002902086650002802115650002502143650003002168650003402198650002102232655003002253700003202283710004702315856003702362984004202399525753920181012144356.0he u||024||||080220s1974 xxu ||| bt ||| | eng d 9(ericd)ED092535 aED092535bERIC aericdbengcericddMvI amfm1 aLewis, Pam.14aThe Effects of Cross-Age Teaching Experiences in Language Achievement, Self Concept, and School Sentiment of Eleventh Graders Who Teach Language Arts to Fourth Graders. Final Reporth[microform] /cPam Lewis and William C. Bruce. a[Washington, D.C.] :bDistributed by ERIC Clearinghouse,c1974. a23 p. aSponsoring Agency: National Inst. of Education (DHEW), Washington, DC.5ericd aContract Number: NE-G-00-3-0183.5ericd aEducational level discussed: Grade 11. aThe purpose of this study was to determine the effects of cross-age teaching experiences on the language achievement, self-concept, and school sentiment of eleventh graders who were identified as low achievers in language. Sixty eleventh-grade students were selected on the basis of language scores on the California Achievement Test and randomly assigned to one experimental and two control groups (Control I and Control II). Experimental and Control I students received three week's training in language arts and teaching techniques. Experimental subjects tutored fourth-grade students in language arts for nine weeks, and Control I returned to their regular classes. Control II students did not receive training nor did they tutor. The three groups were pre- and post-tested on the language section of the California Achievement Test, Piers-Harris Children's Self Concept Scale, and the School Interest Inventory. Results of an analysis of covariance, using pretest scores as covariate, while not significant, showed interesting trends in the areas of self-concept and school sentiment. Tutors were found to be valuable assets in the classroom and represented a viable addition to the existing curriculum. (Author) aMay also be available online. Address as at 14/8/18: uhttps://eric.ed.gov/ aMicrofiche.b[Washington D.C.]:cERIC Clearinghouseemicrofiches : positive.17aCross Age Teaching.2ericd07aGrade 11.2ericd07aLanguage Ability.2ericd17aLanguage Skills.2ericd17aSelf Concept.2ericd17aStudent Attitudes.2ericd07aStudent Participation.2ericd07aTutoring.2ericd 7aReports, Research.2ericd1 aBruce, William C.,eauthor.2 aBacon County Board of Education, Alma, GA.41uhttps://eric.ed.gov/?id=ED092535 aANLcmc 2253 ED092535d77000000092628