Dissertation/Thesis Abstract

Effect of the Great Expectations character education approach on elementary student achievement
by Brewer, Rickey L., Ed.D., University of Phoenix, 2008, 212; 3324087
Abstract (Summary)

The problem under study is that it is not known whether character education programs produce an increase in student achievement. This quantitative correlational study is the first to examine the relationship between Great Expectations and elementary student achievement using the Oklahoma Core Curriculum Test. The percentage of third, fourth, and fifth grade students in Oklahoma public elementary schools achieving a score of proficient or better on the OCCT in reading and math was collected and analyzed using correlation and analysis of variance (ANOVA). Key findings suggest that students at Great Expectations schools score higher on all grade and subject Oklahoma Core Curriculum Tests. Policy-makers and local school leadership should use the results of this study in their decision-making process about implementing the Great Expectations program.

Indexing (document details)
School: University of Phoenix
School Location: United States -- Arizona
Source: DAI-A 69/08, Dissertation Abstracts International
Subjects: School administration, Academic guidance counseling, Educational psychology, Social studies education
Keywords: Achievement, Character education, Elementary education, Elementary student, Great Expectations, Holistic character curriculum, Oklahoma Core Curriculum Test, Standardized testing
Publication Number: 3324087
ISBN: 978-0-549-76608-7
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