You are here
An investigation of the use of disciplinary texts and achievement on End-of-Course examinations in high school U.S. History courses
| Title: | An investigation of the use of disciplinary texts and achievement on End-of-Course examinations in high school U.S. History courses. |
 32 views 15 downloads |
|---|---|---|
| Name(s): |
Downs, Jocelyn, Author Williams-Fjeldhe, Karri, Committee Chair Kelley, Michelle, Committee Member Boote, David, Committee Member Murray, Barbara, Committee Member University of Central Florida, Degree Grantor |
|
| Type of Resource: | text | |
| Date Issued: | 2014 | |
| Publisher: | University of Central Florida | |
| Language(s): | English | |
| Abstract/Description: | ABSTRACTThis study was conducted to examine whether a disparity exists between teacher expectations of honors and non-honors U. S. History students and if students who read more for U. S. History perform better on the U. S. History End-of-Course (EOC) examination. To generate answers to the research questions, both teachers and students in U. S. History courses were surveyed as to how much time was spent reading for U. S. History content both during class and for homework. The student surveys were matched to the U. S. History EOC Developmental Scale Scores to determine if students who responded as reading more for the course had higher achievement on the EOC examination. Five teacher surveys were completed, and 144 student surveys were analyzed, and comparisons were made using U. S. History EOC Developmental Scale Scores. Teachers surveyed did not appear to vary their expectations of student whether the students were in an honors or non-honors course. Approximately 71% of non-honors and 73% of honors students in this study were reading U. S. History homework content on a regular basis. Though not statistically significant, results did indicate a positive trend between students who read more for U. S. History content and achievement on the EOC examination. This study revealed the implementation of a standardized EOC examination may account for equally rigorous teacher expectations of both honors and non-honors students. All students have the same final evaluation and expectation of passing the EOC; therefore, all students are expected to learn the content. | |
| Identifier: | CFE0005459 (IID), ucf:50389 (fedora) | |
| Note(s): |
2014-12-01 Ed.D. Education and Human Performance, Dean's Office EDUC Doctoral This record was generated from author submitted information. |
|
| Subject(s): | Discipline Specific Literacy -- Literacy -- Reading -- Social Studies -- Reading amount and content knowledge | |
| Persistent Link to This Record: | http://purl.flvc.org/ucf/fd/CFE0005459 | |
| Restrictions on Access: | public 2014-12-15 | |
| Host Institution: | UCF |
