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An observational study of between gr...

Hollenbeck, Keith Loel.

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An observational study of between group differences in an eighth grade experimental United States history textbook implementation project.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An observational study of between group differences in an eighth grade experimental United States history textbook implementation project./
作者:	Hollenbeck, Keith Loel.
面頁冊數:	234 p.
附註:	Source: Dissertation Abstracts International, Volume: 57-11, Section: A, page: 4653.
Contained By:	Dissertation Abstracts International57-11A.
標題:	Education, Elementary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9714491
ISBN:	0591222787

An observational study of between group differences in an eighth grade experimental United States history textbook implementation project.
Hollenbeck, Keith Loel.

An observational study of between group differences in an eighth grade experimental United States history textbook implementation project. - 234 p.

Source: Dissertation Abstracts International, Volume: 57-11, Section: A, page: 4653.

Thesis (Ph.D.)--University of Oregon, 1996.

The goal of this observational study was to extend a program of research on a conceptually-organized U.S. history text by investigating content-area learning differences, or lack of differences, between eighth-grade At-risk learners (n = 26) and their General (n = 37) and High (n = 26) peers. It was hypothesized that the history book's text structure, based upon big ideas, would lessen performance differences at the macro-level and the micro-level between all three groups.

ISBN: 0591222787Subjects--Topical Terms:

516171
Education, Elementary.

An observational study of between group differences in an eighth grade experimental United States history textbook implementation project.
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245 1 3 $a An observational study of between group differences in an eighth grade experimental United States history textbook implementation project.
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500 $a Source: Dissertation Abstracts International, Volume: 57-11, Section: A, page: 4653.
502 $a Thesis (Ph.D.)--University of Oregon, 1996.
520 $a The goal of this observational study was to extend a program of research on a conceptually-organized U.S. history text by investigating content-area learning differences, or lack of differences, between eighth-grade At-risk learners (n = 26) and their General (n = 37) and High (n = 26) peers. It was hypothesized that the history book's text structure, based upon big ideas, would lessen performance differences at the macro-level and the micro-level between all three groups.
520 $a The macro-level was measured by (a) the top-level and (b) the macroproposition scores (from the primary source essay task). The micro-level was measured by (a) the microproposition score (from the primary source essay task), (b) factual tests (from the pretest/posttest NAEP), and (c) vocabulary tests (from the curriculum-based probes).
520 $a Results revealed significant between group differences at the micro-level for vocabulary acquisition, NAEP factual knowledge, and primary source micropropositions, but not for the macro-level text structure measures. For vocabulary, factual knowledge, and micropropositions, At-risk students' scores were significantly lower than their General and High group peers. However, At-risk students' ability to replicate Understanding U.S. History's macro-level structures (top-level text structure and macropropositions) were equal to their general education peers.
520 $a Differential effects for the big idea text structure at the macro-level and the micro-level were found. Results support Carnine's (1991) contention that big ideas function as highly effective accommodations at the macro-level, but not at the micro-level. Access to the macro-levels could be attributed to the explicit big idea text structure because its interconnections were visible to all readers. Furthermore, the significant differences between groups at the micro-level support Meyer's (1975b, 1977b, 1981) research that found that better readers tend to be more mindful of text details (facts and vocabulary). These results suggested that all students learned the macro-level text structure equally well, but that teachers would have to implement additional content-area modifications for At-risk students to achieve as well as their general education peers at the micro-level.
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