Dissertation/Thesis Abstract

A bi-variate examination of Leonard Bernstein's Artful Learning™ Model
by Hamilton, Heather Amlin, Ed.D., University of Bridgeport, 2010, 86; 3411434
Abstract (Summary)

The purpose of this study was to determine if there was a significant difference in the test scores of fifth grade, public school students, in Iowa, who are using Leonard Bernstein's Artful Learning™ Model compared to fifth grade students, located in a demographically similar school, who are not using the Artful Learning™ Model as measured by the Iowa Tests of Basic Skills (ITBS). The data for this study was taken from the raw tests scores from the ITBS in the years 2005–2009 of all fifth graders located in the two, non-randomly selected public schools, located in a suburban school district in the State of Iowa.

The population for this study included fifth grade students from a suburban school district. The data generating sample ranged between 142 to 179 fifth grade students spanning the school years from 2005–2009. Null hypotheses were tested for significance at the .05 level. The non-parametic Wilcoxon Signed Ranks Test were employed to analyze the data.

The results of the study indicated that the Artful Learning™ Model had a significant impact on the reading vocabulary (2007–2008) and science (2006–2007 and 2008–2009) portions of the Iowa Test of Basic Skills. The experimental and control groups had, in general, similar score results except in those subjects noted above on the ITBS.

Indexing (document details)
Advisor: Noto, Lori A.
School: University of Bridgeport
School Location: United States -- Connecticut
Source: DAI-A 71/06, Dissertation Abstracts International
Subjects: Educational leadership, Performing Arts, Music education, Curriculum development
Keywords: Artful Learning, Bernstein, Leonard, Classical education, Curriculum development
Publication Number: 3411434
ISBN: 9781124041186
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