Study results indicate that 3rd-grade to 4th-grade same school Core Academy Program and Traditional Academic Program learning experiences resulted in numerical equipoise for norm referenced reading, math, social studies, and science test score results. Randomly assigned Core Academy Program students' (n = 16) norm referenced language NCE posttest scores were statistically significantly greater following participation than the naturally formed group of students (n = 16) following participation in the Traditional Academic Program. Core Academy Program students' criterion referenced writing and math cutscores were also statistically greater at posttest. Finally, the teacher life skills perceptions awarded to students were greater for Traditional Academic Program students at posttest indicating a dissociation or independence between measured achievement test scores and assigned life skills improvement scores. The Core Academy Program was teacher centered using direct instruction for reading, writing, and math skill development. Traditional Academic Program instruction was child centered with direct and strategy reading, writing, and math instruction. The positive student outcomes of this study may be due more to the school itself rather than to any differences assigned to the studies independent variables. Finally, it may be that both programs were alike in securing learning success.
|Advisor:||Hill, John W.|
|Commitee:||Dlugosh, Larry L., Grandgenett, Neal F., Keiser, Kay A.|
|School:||University of Nebraska at Omaha|
|Department:||Educational Administration and Supervision|
|School Location:||United States -- Nebraska|
|Source:||DAI-A 70/01, Dissertation Abstracts International|
|Subjects:||Educational administration, Curriculum development|
|Keywords:||Achievement, Back-to-basics program, Core Academic Program, Fourth-grade, Perceptions of life skills, Traditional Academic Program|
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