Developing Self-esteem: A Search for the Missing Element

Educators have long known the impact a child’s self-esteem, or self-concept, has upon his or her ability to perform in the classroom. This paper explores the variables involved in developing self-concept both in theory and the research. The roles of teacher feedback, student failure and success, and difficulty of task are examined and their impact upon student self-esteem assessed. Learning theories such as constructivism and the use of teams in the classroom are also presented and discussed. Self-esteem does not come about simply as a result of prior success. It develops 1) as a child experiences success at tasks he or she deems important, 2) as that child feels that he or she is comparing positively to others, and 3) as the child consistently sees his or her accomplishments in a positive light as compared to what the child feels he or she can do. The present study examined the effect of student charting and teacher discussion of those charts on student self-concept. The results showed that after the treatment phase, neither of the two experimental groups showed significant differences in self esteem when compared to the control group

Developing Self-esteem: A Search for the Missing Element

Educators have long known the impact a child’s self-esteem, or self-concept, has upon his or her ability to perform in the classroom. This paper explores the variables involved in developing self-concept both in theory and the research. The roles of teacher feedback, student failure and success, and difficulty of task are examined and their impact upon student self-esteem assessed. Learning theories such as constructivism and the use of teams in the classroom are also presented and discussed. Self-esteem does not come about simply as a result of prior success. It develops 1) as a child experiences success at tasks he or she deems important, 2) as that child feels that he or she is comparing positively to others, and 3) as the child consistently sees his or her accomplishments in a positive light as compared to what the child feels he or she can do. The present study examined the effect of student charting and teacher discussion of those charts on student self-concept. The results showed that after the treatment phase, neither of the two experimental groups showed significant differences in self esteem when compared to the control group

James Hogg\u27s First Encounter with Burns\u27s Poetry

Describes and evaluates the varying accounts given by the Scottish poet and novelist James Hogg (1770-1835) of his first encounter with the poems of the Scottish poet Robert Burns (1759-1796), exploring inconsistencies of dating and differences in detail between the best-known version, the Memoir of the Author\u27s Life in Hogg\u27s Altrive Tales(1832) and the earlier Memoir in his The Mountain Bard (1807), and discussing also two other versions, a long note in the Hogg-Motherwell edition of Burns (1834) and a letter Hogg wrote to an unidentified correspondent that same year. Briefly analyses and quotes Hogg\u27s memorial poem on Robert Burns, Robin\u27s Awa\u27

Editing James Hogg: some textual and bibliographical problems in Hogg's prose works

James Hogg (1770-1835) was highly regarded as a writer during his lifetime, but after his death his reputation declined. During the nineteenth century Hogg's works were widely available in editions based on collections published shortly after his death by Blackie & Son of Glasgow. These editions were sadly inadequate, in particular with regard to Hogg's prose. They completely omitted several works of great merit for example, The Three Perils of Woman; and they printed thoroughly corrupt texts of a number of Hogg's major works - for example The Private Memoirs and Confessions of a Justified Sinner. In recent years, more reliable editions of a number of Hogg's works have been published. This has encouraged a revival of interest in Hogg, and his reputation has increased substantially. A just estimate of the full range and depth of Hogg's achievement will only become possible, however, once the many remaining textual and bibliographical problems have been solved. The present thesis seeks to make a contribution to the completion of this task by providing a detailed examination of the textual problems presented by a number of Hogg's more important prose works; and by providing an annotated listing of all the surviving texts of Hogg's prose which are of interest to an editor