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Changing times: Traditional versus s...

Purghart, Michelle.

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Changing times: Traditional versus small-group instruction in high school social studies.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Changing times: Traditional versus small-group instruction in high school social studies./
Author:	Purghart, Michelle.
Description:	112 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-04, Section: A, page: 1176.
Contained By:	Dissertation Abstracts International71-04A.
Subject:	Education, Secondary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3397321
ISBN:	9781109691283

Changing times: Traditional versus small-group instruction in high school social studies.
Purghart, Michelle.

Changing times: Traditional versus small-group instruction in high school social studies. - 112 p.

Source: Dissertation Abstracts International, Volume: 71-04, Section: A, page: 1176.

Thesis (Ed.D.)--University of California, Irvine and University of California, Los Angeles, 2010.

The effects of small-group and traditional instruction on students' ability to recall facts and develop reasoning skills surrounding social studies content in a private school setting were examined. There has been limited research at the high school level in social studies both in assessing knowledge acquisition and in measuring retention rates for factual recall and reasoning types of questions. This study examined the effects of small-group and traditional didactic instruction on student acquisition of facts and reasoning skills, measuring both short-term and long-term retention, for low and high-achieving students. All 89 U.S. History students at a private girls' high school were randomly assigned to one of four classes, two using small-group instruction and two using traditional methods, taught by two teachers experienced in both approaches. Teachers were closely monitored for methods used in the classroom. Students were given a pretest to ensure equality of groups in terms of prior knowledge, and a post-test after four weeks of instruction. Two weeks post-treatment, identical content was tested to determine retention of subject matter content and reasoning skills. Students placed in the small-group instruction classrooms increased their learning in the social studies unit significantly more than those in the traditional classroom for factual recall and reasoning questions. Quantitative results showed no significant difference between the gains of high and low-achieving students. These findings have implications for planning teacher preparation and professional development programs, specifically with regards to methodology courses, teacher evaluations, classroom assessments, student learning, and pupil motivation.

ISBN: 9781109691283Subjects--Topical Terms:

539262
Education, Secondary.

Changing times: Traditional versus small-group instruction in high school social studies.
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245 1 0 $a Changing times: Traditional versus small-group instruction in high school social studies.
300 $a 112 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-04, Section: A, page: 1176.
500 $a Adviser: Penny Collins.
502 $a Thesis (Ed.D.)--University of California, Irvine and University of California, Los Angeles, 2010.
520 $a The effects of small-group and traditional instruction on students' ability to recall facts and develop reasoning skills surrounding social studies content in a private school setting were examined. There has been limited research at the high school level in social studies both in assessing knowledge acquisition and in measuring retention rates for factual recall and reasoning types of questions. This study examined the effects of small-group and traditional didactic instruction on student acquisition of facts and reasoning skills, measuring both short-term and long-term retention, for low and high-achieving students. All 89 U.S. History students at a private girls' high school were randomly assigned to one of four classes, two using small-group instruction and two using traditional methods, taught by two teachers experienced in both approaches. Teachers were closely monitored for methods used in the classroom. Students were given a pretest to ensure equality of groups in terms of prior knowledge, and a post-test after four weeks of instruction. Two weeks post-treatment, identical content was tested to determine retention of subject matter content and reasoning skills. Students placed in the small-group instruction classrooms increased their learning in the social studies unit significantly more than those in the traditional classroom for factual recall and reasoning questions. Quantitative results showed no significant difference between the gains of high and low-achieving students. These findings have implications for planning teacher preparation and professional development programs, specifically with regards to methodology courses, teacher evaluations, classroom assessments, student learning, and pupil motivation.
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650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Social Sciences. $3 1019148
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710 2 $a University of California, Irvine and University of California, Los Angeles. $b Educational Administration (UCI/UCLA Joint) - Ed.D. $3 1673360
773 0 $t Dissertation Abstracts International $g 71-04A.
790 1 0 $a Collins, Penny, $e advisor
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790 1 0 $a Enyedy, Noel $e committee member
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792 $a 2010
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