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The Effect of an Instructional Inter...

Hilbrink, Diane Armatrout.

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The Effect of an Instructional Intervention Grounded in the Four Resources Model on Social Studies Content Knowledge.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Effect of an Instructional Intervention Grounded in the Four Resources Model on Social Studies Content Knowledge./
作者:	Hilbrink, Diane Armatrout.
面頁冊數:	286 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
Contained By:	Dissertation Abstracts International75-11A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3629429
ISBN:	9781321063134

The Effect of an Instructional Intervention Grounded in the Four Resources Model on Social Studies Content Knowledge.
Hilbrink, Diane Armatrout.

The Effect of an Instructional Intervention Grounded in the Four Resources Model on Social Studies Content Knowledge. - 286 p.

Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.

Thesis (Ph.D.)--Cardinal Stritch University, 2014.

This item must not be sold to any third party vendors.

The purpose of this sequential, explanatory mixed-method study was to investigate the effect of an instructional intervention grounded in the Four Resources Model (Freebody & Luke, 1990; Luke & Freebody, 1999) on sixth grade student's social studies content knowledge and the extent of its use when participants created visual models. The study was conducted at an urban middle school in southeastern Wisconsin during the 2012-2013 academic school year. Two instruction groups were identified (experimental and control) and were provided eight weeks of instruction covering the Africa unit in the Survey edition of My World Geography (Pearson Education, 2011a). A total of 124 students participated in the study, 69 in the experimental group and 55 in the control group. Content knowledge was measured utilizing a constructed response map test, and a history test, which consisted of seventeen multiple-choice questions, and two essay questions. In addition, the students created a visual model at the end of the unit, which was assessed utilizing two rubrics: content knowledge/ quality, and use of the Four Resources Model. Results of t-tests indicated there was no significant difference in performance on the map test. There was a significant difference in the combined score (selected response and essay test) history test. The intervention appeared to have an effect on social studies content knowledge when measured with an essay test. Participants created a visual model as a summative assessment of content knowledge, which as analyzed utilizing three rubrics (content knowledge, construction of the visual model, and use of the Four Resources Model). Analysis of the visual model scores indicated there was no difference in scores between the two groups. Results from the follow-up focus group interview of eight students from the experimental group indicated that students did use the Four Resources Model (Freebody & Luke, 1990; Luke & Freebody, 1999), but did not appear to be metacognitvely aware of this use during the creation of their visual models. The results of this study may motivate new classroom practices that provide explicit instruction in using the four proficiencies utilized by readers when they encounter texts. In addition, findings from this study may provide a framework to help content area teachers as they help students meet the standards set forth in the CCSS (Common Core Standards Initiative, 2010).

ISBN: 9781321063134Subjects--Topical Terms:

2122756
Reading instruction.

The Effect of an Instructional Intervention Grounded in the Four Resources Model on Social Studies Content Knowledge.
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