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The Effects of Combining Looping, Co...

Wilson, Matthew B.

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The Effects of Combining Looping, Cognitively Guided Instruction, and Ethnicity: How They Can Collectively Improve Academic Achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Effects of Combining Looping, Cognitively Guided Instruction, and Ethnicity: How They Can Collectively Improve Academic Achievement./
作者:	Wilson, Matthew B.
面頁冊數:	93 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
Contained By:	Dissertation Abstracts International75-11A(E).
標題:	Curriculum development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3631465
ISBN:	9781321100778

The Effects of Combining Looping, Cognitively Guided Instruction, and Ethnicity: How They Can Collectively Improve Academic Achievement.
Wilson, Matthew B.

The Effects of Combining Looping, Cognitively Guided Instruction, and Ethnicity: How They Can Collectively Improve Academic Achievement. - 93 p.

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

Thesis (Ph.D.)--University of Arkansas, 2014.

The purpose of this quantitative study is to gain an understanding of the powerful instructional potential of combining the practice of looping, Cognitively Guided Instruction (CGI) professional development strategies, and the impact these practices have in addition to ethnicity in elementary education. The study focused on research questions pertaining to student's Measure of Academic Progress (MAP) scores and the implementation of looping, CGI strategies, and how ethnicity impacted student achievement.

ISBN: 9781321100778Subjects--Topical Terms:

684418
Curriculum development.

The Effects of Combining Looping, Cognitively Guided Instruction, and Ethnicity: How They Can Collectively Improve Academic Achievement.
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245 1 4 $a The Effects of Combining Looping, Cognitively Guided Instruction, and Ethnicity: How They Can Collectively Improve Academic Achievement.
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500 $a Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
500 $a Adviser: Michael Wavering.
502 $a Thesis (Ph.D.)--University of Arkansas, 2014.
520 $a The purpose of this quantitative study is to gain an understanding of the powerful instructional potential of combining the practice of looping, Cognitively Guided Instruction (CGI) professional development strategies, and the impact these practices have in addition to ethnicity in elementary education. The study focused on research questions pertaining to student's Measure of Academic Progress (MAP) scores and the implementation of looping, CGI strategies, and how ethnicity impacted student achievement.
520 $a This study emphasizes two types of statistical tests to determine how significant CGI and looping practices impacted growth in mathematics on the MAP test for different ethnic groups. A Chi-Square statistic was used not to support that the hypothesis is correct, but rather to determine if there is an association between the different groups from each variable category (e.g., looping, CGI training, and ethnicity). A logistic regression was used to determine the odds ratio (or probability) of the response variable (MAP growth) occurring with a combination of explanatory variables (e.g. looping, CGI training, and ethnicity). The population established in this study was all students in grades K -- 5 that were representative of a stable history in the school district. A sample of the population was finalized at 1,103 students, and this number of K -- 5 students represented a consistent and stable presence in the school district over the past three years. The results of the statistical analysis suggest CGI is significant with helping students achieve growth in mathematics on the MAP test---especially with Hispanic students.
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650 4 $a Elementary education. $3 641385
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