Recognizing America’s academic history of underachievement among secondary level students, the Textarchial strategy study explored a significant component of the 30-years of academic stagnation and the learning pattern of seventeen-year-old students’ cognitive levels. The cognitive level pattern corresponded with current alignment between instructional strategy and learning behavior. The problem presented a taxonomy structured in 1956 as a learning theory that secondary level teachers used as an instructional strategy. The purpose of the Textarchial strategy mixed method study was to investigate the degree of effectiveness when pairing text structure with a cognitive descriptors to affect learning outcomes for secondary level students and to test the validity of a new model, the Textarchial strategy. A convenient sample selection of 38 private high school 9-12th grade students from a major urban U.S. school district, participated in the study with the use of a single group pre test and posttest. In its investigative Rounds method, the Delphi approach was intended to streamline and refine the Textarchial strategy and Rubric10x allowing clarity in their usage for all academic disciplines. The single group pre test included a one-page reading passage followed by instruction to write an analytical simple-comparative response upon the basis of the read literary piece. The single group posttest included a different reading passage followed by instruction for the use of the Textarchial strategy prior to writing a simple-comparative response upon the basis of the read literary piece. The assessment of the single group pre test and the single group posttest was generated using Rubric10x. The impact of the use of the Textarchial strategy as a tool to guide cognitive learning, instructional delivery and the validity of Rubric10x was investigated through the qualitative and quantitative portions while engaging the Delphi approach. The findings concluded that the Textarchial strategy was a viable cognitive structure; Rubric10x was a suitable tool to evaluate the Textarchial strategy; elevated cognitive levels were present among students in grades 9-12 and elevated for every cognitive text structure. The Textarchial strategy showed effective pairing of a learning theory and an instructional strategy; the four Rounds of the Delphi protocol affirmed validity of the Textarchial strategy and of Rubric10x.
|Advisor:||Kinsey, Thomas, Pucci, Thomas|
|Commitee:||Kinsey, Thomas, Piferi, Rachel, Pucci, Thomas|
|School Location:||United States -- Arizona|
|Source:||DAI-B 77/12(E), Dissertation Abstracts International|
|Subjects:||Literacy, Reading instruction, Cognitive psychology|
|Keywords:||Bloom's taxonomy, Cognitive learning, Cognitive structures, Cognitive taxonomies, Cognitive thinking, Two construct taxonomy|
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