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The effect of student choice of resp...

McHenry, Jana Marie.

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The effect of student choice of response options upon students' comprehension of content area textbooks.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effect of student choice of response options upon students' comprehension of content area textbooks./
作者:	McHenry, Jana Marie.
面頁冊數:	127 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1582.
Contained By:	Dissertation Abstracts International64-05A.
標題:	Education, Reading. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3090331

The effect of student choice of response options upon students' comprehension of content area textbooks.
McHenry, Jana Marie.

The effect of student choice of response options upon students' comprehension of content area textbooks. - 127 p.

Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1582.

Thesis (Ed.D.)--University of Massachusetts Lowell, 2003.

The purpose of the present study was to discover the effect of student choice of response options upon students' comprehension of content area textbooks. A subordinate purpose was to investigate students' perceptions of choice.Subjects--Topical Terms:

1017790
Education, Reading.

The effect of student choice of response options upon students' comprehension of content area textbooks.
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245 1 0 $a The effect of student choice of response options upon students' comprehension of content area textbooks.
300 $a 127 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1582.
500 $a Supervisor: Jay W. Simmons.
502 $a Thesis (Ed.D.)--University of Massachusetts Lowell, 2003.
520 $a The purpose of the present study was to discover the effect of student choice of response options upon students' comprehension of content area textbooks. A subordinate purpose was to investigate students' perceptions of choice.
520 $a The sample consisted of four sixth-grade social studies classes (N = 73) from a New England middle school. There were two teachers involved in this study, each instructing two of the social studies classes in the sample. Each of the teachers' two classes was randomly assigned to the experimental group or the control group. Prior to the study, data were gathered to account for reading ability, writing ability, and prior knowledge.
520 $a The study was conducted in the spring of 2002 and had a quantitative as well as a qualitative portion to its design. During the study, both groups silently read the same section in their social studies textbook. For the control group, the teacher chose the response option for the students: answering a textbook question for the first session; completing a free-form map for the second session; and writing a free-response journal entry for the third session. The students in the experimental group chose their response option (answering a textbook question, completing a free-form map, or writing a free-response journal entry) for each of the three sessions. The responses were scored for idea units, and a second scorer was used for a random subset of responses. One-way ANOVAs were used to analyze the data. Based on the trends in the data, select students were chosen for an interview regarding the choices they employed and their perceptions of those choices.
520 $a The results from the quantitative portion of the study suggest that choice may have an effect on students' comprehension of content area texts. The experimental group performed significantly better on the total sessions combined; on two of the three sessions; and specifically on free-form map responses and free-response journal entry responses. The results from the qualitative portion of the study suggest that students do perceive having choice as a positive experience.
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