Download or read book An Exploratory Investigation of the Impact of an Arts integrated Curriculum on Achievement Scores of Sixth Grade Students written by Paul Lafayette Moton and published by . This book was released on 2021 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt: School districts must invest in improving the delivery of instruction to improve the academic achievement level for sixth-grade students. This mixed-methods research study examined the effects of arts integration on the academic achievement level of sixth-grade students. In this study, the researcher used the Mississippi Academic Assessment Program (MAAP) and an online survey to evaluate the achievement and sense of belongings for students. The results revealed that students in a traditional sixth-grade curriculum significantly outperformed students in the arts-integrated curriculum. However, the survey results also indicated that there appeared to be no difference in how students in the arts-integrated curriculum or traditional curriculum perceived their sense of belonging.

Download or read book Impact of Middle School Student Participation in the Whole Schools Initiative Arts Program written by Glenda D. Nickson and published by . This book was released on 2014 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the impact of the Whole Schools Initiative arts program on the academic achievement of a group of middle school students as measured by the Mississippi Curriculum Test 2 (MCT2) language arts and mathematics assessment. School year 2012-2013 yearly assessment scores for sixth, seventh, and eighth grade students in 1 middle school in the State of Mississippi were analyzed to determine if a statistically significant difference in academic achievement existed between those who participated in the arts program in elementary school and those who did not. This study was guided by 4 research questions and employed 2 research designs. Correlational research was used to answer research question 1. Question 1 sought to determine the relationships between MCT2 scores of middle school students and the number of years they attended an arts integration school. Questions 2 through 4 was answered using causal comparative research design to determine the differences in MCT2 scores of sixth, seventh, and eighth grade students who attended an elementary school with an arts program and those who did not. The findings of this study indicated that there was a relationship between MCT2 math scores but no relationship between language arts MCT2 scores and attendance in an arts integrated school. In addition, it was determined that there were no significant differences in sixth grade language arts and sixth and seventh grade math achievement scores of students who attended an elementary school with an arts integration program. However, there were significant differences in seventh and eighth grade language arts and eighth grade math scores of students who attended arts integrated elementary. The study concludes with recommendations for future research.

Download or read book The Effects of an Arts integrated Curriculum Compared to a Text based Curriculum in Sixth Grade Social Studies written by Joanna Floyd and published by . This book was released on 2005 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Impact of Arts Integration on Student Achievement in Grades 3 5 Reading and Language Arts written by Thomas J. Eubanks and published by . This book was released on 2019 with total page 69 pages. Available in PDF, EPUB and Kindle. Book excerpt: In order to close achievement gaps and increase student achievement in underperforming schools, school districts across America received funding to implement arts integration curricula in classrooms. In this study, the researcher compared Tennessee Comprehensive Assessment Program student achievement results from 2012-2014 of nine arts integrated and nine non-arts integrated schools of similar demographics in Grades 3-5 Reading and Language Arts. Using three Mann-U Whitney tests to analyze 2012-2014 TVAAS literacy scores, the researcher determined that students in the arts integrated schools showed more growth than students in the non-arts integrated schools. To researcher used three repeated measures ANOVA to compare Discovery Education Assessment results in Reading and Language Arts in 2012-2014. The results indicated that students in all three years showed significant growth between fall, winter, and spring of each school year.

Download or read book Celebrating the Arts written by Carol A. Arthington and published by . This book was released on 2001 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored the impact of involvement in an elementary school arts curriculum upon reading achievement. the researcher designed and implemented an elementary school arts program that was integrated into the reading program. Quantitative data was obtained from paired student's t-Tests to explore the effect of the integration of arts curriculum on reading grades for pupils from kindergarten through sixth grade. the school-wide sampling of students increased its average reading grades from 2.93 to 3.04 on a four-point scale. Additionally, a quantitative study was conducted comparing the reading grades of fifth and sixth grade pupils who participated in an after school Art Club activity with the grades of pupils who did not participate in the Art Club activity. the average reading grades of Art Club students were 3.26 compared to the 2.71 grades (also, on a four-point scale) of the non-Art Club members. Finally, in order to investigate the affective impact of the Art Club programs, qualitative data was gathered through questionnaires and analyzed. This qualitative study reported 50% of the students in fifth and sixth grade registered for and attended the after school art activity. the students overwhelmingly expressed their enjoyment of experiencing creative processes and of having gained self-confidence. the study culminated in discussion and implications for improved educational practice by integrating the arts into the core curriculum.

Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2002 with total page 604 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Does Arts Infused Instruction Make a Difference written by Cheryll Y. James and published by . This book was released on 2011 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers of students in the experimental groups received professional development in arts infused instruction and kept journals to record their opinions of the study and observations of student participants. All of the students were given pre-tests and post-tests to document their achievement. Students in the experimental groups received an attitude survey to solicit their opinions and their level of engagement with the lessons. A paired sample t-test was conducted to determine the impact of art-infused education on mathematical achievement scores among grades. The findings revealed that using an arts infused mathematics instructional approach is an effective tool for enhancing student engagement and increasing achievement with elementary mathematics students.

Download or read book The Effects of Discipline Based Integrated Art Instruction on the Academic Performance in Social Studies of Sixth Grade Students written by Donna L. Schisler and published by . This book was released on 1994 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1280 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Critical Links written by Richard Deasy and published by . This book was released on 2002 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Two purposes of this compendium are: (1) to recommend to researchers and funders of research promising lines of inquiry and study suggested by recent, strong studies of the academic and social effects of learning in the arts; and (2) to provide designers of arts education curriculum and instruction with insights found in the research that suggest strategies for deepening the arts learning experiences and are required to achieve the academic and social effects. The compendium is divided into six sections: (1) "Dance" (Summaries: Teaching Cognitive Skill through Dance; The Effects of Creative Dance Instruction on Creative and Critical Thinking of Seventh Grade Female Students in Seoul, Korea; Effects of a Movement Poetry Program on Creativity of Children with Behavioral Disorders; Assessment of High School Students' Creative Thinking Skills; The Impact of Whirlwind's Basic Reading through Dance Programs on First Grade Students' Basic Reading Skills; Art and Community; Motor Imagery and Athletic Expertise; Essay: Informing and Reforming Dance Education Research (K. Bradley)); (2) "Drama" (Summaries: Informing and Reforming Dance Education Research; The Effects of Creative Drama on the Social and Oral Language Skills of Children with Learning Disabilities; The Effectiveness of Creative Drama as an Instructional Strategy To Enhance the Reading Comprehension Skills of Fifth-Grade Remedial Readers; Role of Imaginative Play in Cognitive Development; A Naturalistic Study of the Relationship between Literacy Development and Dramatic Play in Five-Year-Old Children; An Exploration in the Writing of Original Scripts by Inner-City High School Drama Students; A Poetic/Dramatic Approach To Facilitate Oral Communication; Children's Story Comprehension as a Result of Storytelling and Story Dramatization; The Impact of Whirlwind's Reading Comprehension through Drama Program on 4th Grade Students' Reading Skills and Standardized Test Scores; The Effects of Thematic-Fantasy Play Training on the Development of Children's Story Comprehension; Symbolic Functioning and Children's Early Writing; Identifying Casual Elements in the Thematic-Fantasy Play Paradigm; The Effect of Dramatic Play on Children's Generation of Cohesive Text; Strengthening Verbal Skills through the Use of Classroom Drama; 'Stand and Unfold Yourself' A Monograph on the Shakespeare and Company Research Study; Nadie Papers No. 1, Drama, Language and Learning. Reports of the Drama and Language Research Project, Speech and Drama Center, Education Department of Tasmania; The Effects of Role Playing on Written Persuasion; 'You Can't Be Grandma: You're a Boy'; The Flight of Reading; Essay: Research on Drama and Theater in Education (J. Catterall)); (3) "Multi-Arts" (Summaries: Using Art Processes To Enhance Academic Self-Regulation; Learning in and through the Arts; Involvement in the Arts and Success in Secondary School; Involvement in the Arts and Human Development; Chicago Arts Partnerships in Education (CAPE); The Role of the Fine and Performing Arts in High School Dropout Prevention; Arts Education in Secondary Schools; Living the Arts through Language and Learning; Do Extracurricular Activities Protect against Early School Dropout?; Does Studying the Arts Engender Creative Thinking?; The Arts and Education Reform; Placing A+ in a National Context; The A+ Schools Program; The Arts in the Basic Curriculum Project; Mute Those Claims; Why the Arts Matter in Education Or Just What Do Children Learn When They Create an Opera?; SAT Scores of Students Who Study the Arts; Essay: Promising Signs of Positive Effects: Lessons from the Multi-Arts Studies (R. Horowitz; J. Webb-Dempsey)); (4) "Music" (Summaries: Effects of an Integrated Reading and Music Instructional Approach on Fifth-Grade Students' Reading Achievement, Reading Attitude, Music Achievement, and Music Attitude; The Effect of Early Music Training on Child Cognitive Development; Can Music Be Used To Teach Reading?; The Effects of Three Years of Piano Instruction on Children's Cognitive Development; Enhanced Learning of Proportional Math through Music Training and Spatial-Temporal Training; The Effects of Background Music on Studying; Learning To Make Music Enhances Spatial Reasoning; Listening to Music Enhances Spatial-Temporal Reasoning; An Investigation of the Effects of Music on Two Emotionally Disturbed Students' Writing Motivations and Writing Skills; The Effects of Musical Performance, Rational Emotive Therapy and Vicarious Experience on the Self-Efficacy and Self-Esteem of Juvenile Delinquents and Disadvantaged Children; The Effect of the Incorporation of Music Learning into the Second-Language Classroom on the Mutual Reinforcement of Music and Language; Music Training Causes Long-Term Enhancement of Preschool Children's Spatial-Temporal Reasoning; Classroom Keyboard Instruction Improves Kindergarten Children's Spatial-Temporal Performance; A Meta-Analysis on the Effects of Music as Reinforcement for Education/Therapy Objectives; Music and Mathematics; Essay: An Overview of Research on Music and Learning (L. Scripp)); (5) "Visual Arts" (Summaries: Instruction in Visual Art; The Arts, Language, and Knowing; Investigating the Educational Impact and Potential of the Museum of Modern Art's Visual Thinking Curriculum; Reading Is Seeing; Essay: Reflections on Visual Arts Education Studies (T. L. Baker)); and (6) "Overview" (Essay: The Arts and the Transfer of Learning (J. S. Catterall)). (BT)

Download or read book An Investigation of the Effect of Time Upon Arithmetic Achievement Scores of Sixth grade Students written by Douglas E. Cruikshank and published by . This book was released on 1966 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book American Doctoral Dissertations written by and published by . This book was released on 1990 with total page 768 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of the Science Curriculum Improvement Study SCIS on Science Achievement of Selected Sixth Grade Students written by John Michael Hoover and published by . This book was released on 1976 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose of the Study: The purpose of this investigation was to measure some of the effects of an elementary science program, the Science Curriculum Improvement Study (SCIS) on science achievement of certain sixth grade students. Important to the problem was how the SCIS students compared with students exposed to a second elementary science program, Experiences in Science (EIS). Design of the Study: The subjects included in the study were sixth grade students enrolled in the Corvallis Intermediate schools or the Albany Elementary schools during the 1975-76 school year. There was a total of 506 students in the Corvallis population and 324 students comprising the Albany group. The Corvallis students were considered the experimental group and were exposed to the SCIS program during the treatment period. The Albany sixth grade students were exposed to the EIS program and constituted the control group. Student assignment to the various schools and classes was determined by school attendance boundaries and computerized scheduling. The elementary battery of the Analysis of Learning Potential (ALP) was administered prior to the treatment period as a group equivalent indicator. The science sub-test of the Comprehensive Tests of Basic Skills (CTBS), Level 2, Form 5, was administered as a pre- and post-test during the first and fourth quarters of the school year. Findings of the Study The findings of the study are presented in terms of the two major hypotheses tested. There will be no significant difference between the H01 mean scores of the SCIS group as taught in the Corvallis sixth grade as compared with the EIS group as taught in the Albany sixth grade. Hypothesis 1 was retained. There was no significant difference between the CTBS mean scores of the experimental and control groups. H02: There will be no significant difference between the mean scores of the SCIS group as taught in the Cheldelin, Highland View and Western View sixth grade as compared with the EIS group as taught in the Albany sixth grade. Hypothesis 2 was retained. There was no significant difference between the CTBS mean scores of the Cheldelin, Highland View or Western View populations as compared with the Albany control group. Conclusions of the Study: 1. There was no significant difference in the science achievement of the students exposed to the SCIS program in the Corvallis sixth grade as compared with the students exposed to the EIS program in the Albany sixth grade. 2. There was no significant difference in the science achievement of the sixth grade students in the SCIS program at Cheldelin, Highland View or Western View Intermediate schools, as compared with the sixth grade students in the Albany EIS program. Recommendations for Further Study: 1. This investigation covered a time span of approximately 29 weeks. Lingitudinal studies are recommended that would investigate students' retention of outcomes and learnings as they may influence achievement in other science areas. 2. Although the SCIS program has been a part of the Corvallis elementary school curriculum for some time, it was not recommended for use in all sixth grade classrooms until the 1975-76 school year. It is recommended that a future study be carried out to determine the effectiveness of the program after it has been more thoroughly implemented into the sixth grade. 3. The literature reveals several studies dealing with the effects of the SCIS program on achievement in other areas. It is recommended that a study of this nature be carried out at the local level. 4. This study placed a heavy emphasis on the significance of Piaget's philosophies in the development of the SCIS and EIS programs. It is recommended that further studies investigate the importance of an understanding of Piaget's theories to good teaching.

Download or read book A Quasi experimental Study on the Impact of Mainstay Math Kits on Sixth Grade Students Mathematical Achievement and Attitudes written by Christine M. Woodworth and published by . This book was released on 2009 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mainstay Math Kits are instructional resources designed as supplementary tools for the integration and differentiation of instruction in a standards-based, math curriculum. While students work collaboratively, in-depth, on specific math concepts and interact with a variety of materials, teachers are free to work with struggling students most in need of assistance. Mainstay Math Kits' 6 E process routinizes procedures and makes implementation manageable. The 6 Es involve: reading math trade books for context; responding to writing prompts; using manipulatives to construct representations of mathematical ideas; recording answers to open-ended problem solving activities; games; crafts, or aligned web sites; and a brief assessment to evaluate progress. The 6 Es embody the standards proposed along with the five key cognitive processes being recommended by the National Council of Teachers of Mathematics (1989, 2000). When Mainstay Math Kits were used for a semester as a weekly supplement to the regular curriculum for 188 sixth-grade students, the treatment group's achievement significantly improved over time and there were statistically significant gains made in attitude while the control group's attitude scores remained constant. Additionally this study revealed positive correlations between achievement and attitudes. This quasi- experimental investigation determined that Mainstay Math Kits' integrated approach used as an intervention had a positive impact on both students' achievement scores as measured on district criterion-referenced tests and attitudes based on two administrations of Tapia & Marsh's (2004) Attitude Toward Math Inventory (ATMI).

Download or read book Mastery of Sixth Grade TEKS Objectives Through Integrated Learning written by Monika Raquel Trevino-Anderson and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to assess learning in sixth grade students' by gain scores in science and mathematics while participating in the integrative curriculum modules developed by the Partnership for Environmental Education and Rural Health (PEER) Program. The PEER Program is a collaboration between the College of Education and Applied Sciences, and the College of Veterinary Medicine at Texas A & M University. Two Integrated Curricular Modules provided the experimental treatment in this study. The alliance of the PEER Program and Texas A & M University has developed a middle school integrated curriculum based on sixth grade mathematics, science, English, reading and social studies TEKS (Texas Essential Knowledge and Skills)-based objectives. This multimedia curriculum incorporates the five disciplines into an adventure narrative featuring characters similar in dynamics to its targeted population, with problem-solving activities aimed to spark learning interests of students and emphasize skill development. Integrated learning allows students an alternative method to traditional or conventional ways of learning by conceptualizing the subject matter into more than one medium. Selected students who participated in this study were pre-tested with Texas Assessment of Knowledge and Skills (TAKS)-related instrumentation based on TEKS objectives. Their scores were recorded and some students were then selected to participate as the treatment group where they were taught the PEER Program?s integrated curriculum, patterned to correspond to TEKS? objectives. Post-tests were administered to both groups, and gain scores were collected to evaluate and determine if there was evidence that the PEER Program was successful in improving the mastery of the TEKS objectives in mathematics and science. Results varied in this study with findings that supported the notions that the integrated PEER experimental modules had a positive, negative, and no effect on the experimental populations compared to the control, or untreated population. It is inconclusive to whether the integrated modules were effective in raising and improving test scores based on the preparatory curriculum. Inconsistencies in the results from this study imply that further research is needed.

Download or read book A Comparison of Sixth grade English Language Arts and Mathematics Achievement Between Middle Schools and K 8 Schools written by Brennan W. Asplen (III) and published by . This book was released on 2019 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to compare the academic achievement of sixth grade students enrolled in a traditional middle school model versus those enrolled in a K-8 school model by analyzing English Language Arts (ELA) and mathematics scores. Developmental Scale Score (DSS) data from the 2017 Florida Standards Assessment (FSA) were collected from three K-8 schools and three middle schools in one high-performing Florida school district. Results from an independent samples t-test revealed that middle school student scores were slightly higher in overall ELA and mathematics proficiency, but the differences were not substantive. Cross-tabulation was utilized to compute the proportion of students making learning gains in ELA and mathematics. The results were nearly identical among the middle school students and the K-8 students relative to ELA; however, the proportion of students making learning gains in mathematics was substantially higher among the K-8 students. To investigate equity in the distribution of achievement, a comparison was made between Middle School and K-8 bi-serial correlation coefficients measuring the strength and direction of the relationship between student achievement and socioeconomic status (SES). Results suggested that the negative influence of low-SES on academic achievement in ELA and mathematics was notably stronger among students enrolled in the middle school model. While making school construction decisions, policy makers will be informed through these findings as to which type of grade span configuration is most likely to positively impact student achievement.