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THE RELATIONSHIP BETWEEN THINKING MAPS® AND FLORIDA COMPREHENSIVE ASSESSMENT TEST® READING AND MATHEMATICS SCORES IN TWO URBAN MIDDLE SCHOOLS

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Date Issued:
2010
Abstract/Description:
The purpose of this study was to determine what difference, if any, exists between the implementation and use of Thinking Maps® and studentsÂÂ' academic achievement in Reading and Mathematics as measured over time by the Florida Comprehensive Assessment Test® (FCAT). Thinking Maps® is a registered trademark of Thinking Maps, Inc. The data were examined after three years of Thinking Maps® implementation and instruction. The design of this study was quantitative, with a nonrandomized control group, pretest-posttest design (Ary, Jacobs, & Razavieh, 2002) that examined the effects on student Reading and Mathematics FCAT scores in one middle school that implemented Thinking Maps® throughout all grade levels and core subjects for three years as compared to student Reading and Mathematics FCAT scores in a second middle school that did not implement the Thinking Maps® program throughout all grade levels and core subjects for three years. MANOVA and Chi-square tests were used to examine student FCAT scores. This study focused on one major question: Do students who have been instructed in the use of Thinking Maps® have higher academic achievement as measured by the Florida Comprehensive Assessment Test® (FCAT) than those that have not been instructed in the use of Thinking Maps®? Results of this study indicated that students who have been instructed in the use of Thinking Maps® do not have higher academic achievement as measured by the Florida Comprehensive Assessment Test® (FCAT) than those who have not been instructed in the use of Thinking Maps®. The researcher concluded that other methods of evaluating the implementation of Thinking Maps® and student achievement should be explored.
Title: THE RELATIONSHIP BETWEEN THINKING MAPS® AND FLORIDA COMPREHENSIVE ASSESSMENT TEST® READING AND MATHEMATICS SCORES IN TWO URBAN MIDDLE SCHOOLS.
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Name(s): Diaz, Anna, Author
Martin, Suzanne, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2010
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The purpose of this study was to determine what difference, if any, exists between the implementation and use of Thinking Maps® and studentsÂÂ' academic achievement in Reading and Mathematics as measured over time by the Florida Comprehensive Assessment Test® (FCAT). Thinking Maps® is a registered trademark of Thinking Maps, Inc. The data were examined after three years of Thinking Maps® implementation and instruction. The design of this study was quantitative, with a nonrandomized control group, pretest-posttest design (Ary, Jacobs, & Razavieh, 2002) that examined the effects on student Reading and Mathematics FCAT scores in one middle school that implemented Thinking Maps® throughout all grade levels and core subjects for three years as compared to student Reading and Mathematics FCAT scores in a second middle school that did not implement the Thinking Maps® program throughout all grade levels and core subjects for three years. MANOVA and Chi-square tests were used to examine student FCAT scores. This study focused on one major question: Do students who have been instructed in the use of Thinking Maps® have higher academic achievement as measured by the Florida Comprehensive Assessment Test® (FCAT) than those that have not been instructed in the use of Thinking Maps®? Results of this study indicated that students who have been instructed in the use of Thinking Maps® do not have higher academic achievement as measured by the Florida Comprehensive Assessment Test® (FCAT) than those who have not been instructed in the use of Thinking Maps®. The researcher concluded that other methods of evaluating the implementation of Thinking Maps® and student achievement should be explored.
Identifier: CFE0003319 (IID), ucf:48448 (fedora)
Note(s): 2010-08-01
Ed.D.
Education, Department of Child Family and Community Sciences
Masters
This record was generated from author submitted information.
Subject(s): Thinking Maps®
Florida Comprehensive Assessment Test®. FCAT
Reading
Mathematics
Middle School
Ausubel
Subsumption Theory
Advance Organizers
Graphic Organizers
Concept Maps
Urban Education
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0003319
Restrictions on Access: public
Host Institution: UCF

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