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Reciprocal Cognitive Transfer Betwee...

Schultz, Keri April.

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Reciprocal Cognitive Transfer Between High School Students' Artistic Interpretation Skills and their Reading Interpretation Skills.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Reciprocal Cognitive Transfer Between High School Students' Artistic Interpretation Skills and their Reading Interpretation Skills./
Author:	Schultz, Keri April.
Description:	142 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: 0449.
Contained By:	Dissertation Abstracts International72-02A.
Subject:	Education, Art. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3434190
ISBN:	9781124407197

Reciprocal Cognitive Transfer Between High School Students' Artistic Interpretation Skills and their Reading Interpretation Skills.
Schultz, Keri April.

Reciprocal Cognitive Transfer Between High School Students' Artistic Interpretation Skills and their Reading Interpretation Skills. - 142 p.

Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: 0449.

Thesis (Ed.D.)--Walden University, 2011.

State databases document that schools are not making adequate yearly progress towards proficiency in reading for all students. However, much less is known regarding how learning in one context affects learning in another, which has implications for students, administrators, teachers, families, politicians, and educational theorists. The purpose of this study was to examine, based on the cognitive theory of transfer, whether artistic interpretation skills correlated with reading interpretation skills. Research questions addressed relationships between the independent variable, artistic interpretation skills used in ninth-grade visual art classes (number of classes, type, and final grade), and the dependent variable reading interpretation skills used in 10th-grade MCA-II reading comprehension tests (raw score). A quantitative correlational study was employed with a sample of all 2,137 eligible 10th graders in a large, urban school district. Deidentified database records were analyzed using linear regression. Results indicated that art grade (beta = .235, p = .000) combined with type of art classes significantly predicted MCA-II reading comprehension scores [R2 = .063; F (6, 785) = 9.849, p < .001]. Number of art courses was not significantly related, potentially because the data were not normally distributed. Recommendations include examining effects of explicit instruction for transfer, curricular reform emphasizing connections between disciplines, and measurement tools for active and passive learning. Such use of these data may positively impact social change by creating an expanded view of literacy where students are better served, display improved performance on standardized reading tests, and enhance their ability to be contributing members of society.

ISBN: 9781124407197Subjects--Topical Terms:

1018432
Education, Art.

Reciprocal Cognitive Transfer Between High School Students' Artistic Interpretation Skills and their Reading Interpretation Skills.
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245 1 0 $a Reciprocal Cognitive Transfer Between High School Students' Artistic Interpretation Skills and their Reading Interpretation Skills.
300 $a 142 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: 0449.
500 $a Adviser: Anita Dutrow.
502 $a Thesis (Ed.D.)--Walden University, 2011.
520 $a State databases document that schools are not making adequate yearly progress towards proficiency in reading for all students. However, much less is known regarding how learning in one context affects learning in another, which has implications for students, administrators, teachers, families, politicians, and educational theorists. The purpose of this study was to examine, based on the cognitive theory of transfer, whether artistic interpretation skills correlated with reading interpretation skills. Research questions addressed relationships between the independent variable, artistic interpretation skills used in ninth-grade visual art classes (number of classes, type, and final grade), and the dependent variable reading interpretation skills used in 10th-grade MCA-II reading comprehension tests (raw score). A quantitative correlational study was employed with a sample of all 2,137 eligible 10th graders in a large, urban school district. Deidentified database records were analyzed using linear regression. Results indicated that art grade (beta = .235, p = .000) combined with type of art classes significantly predicted MCA-II reading comprehension scores [R2 = .063; F (6, 785) = 9.849, p < .001]. Number of art courses was not significantly related, potentially because the data were not normally distributed. Recommendations include examining effects of explicit instruction for transfer, curricular reform emphasizing connections between disciplines, and measurement tools for active and passive learning. Such use of these data may positively impact social change by creating an expanded view of literacy where students are better served, display improved performance on standardized reading tests, and enhance their ability to be contributing members of society.
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650 4 $a Education, Educational Psychology. $3 1017560
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710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 72-02A.
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