東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Use of Multicultural Literature and ...

Christy, Angela.

Linked to FindBook

Google Book

Amazon

博客來

Use of Multicultural Literature and American College Test (ACT) Reading Scores: Ex-Post Facto Quantitative Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Use of Multicultural Literature and American College Test (ACT) Reading Scores: Ex-Post Facto Quantitative Study./
Author:	Christy, Angela.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
Description:	113 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-08, Section: A.
Contained By:	Dissertations Abstracts International85-08A.
Subject:	Multicultural education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30992975
ISBN:	9798381709766

Use of Multicultural Literature and American College Test (ACT) Reading Scores: Ex-Post Facto Quantitative Study.
Christy, Angela.

Use of Multicultural Literature and American College Test (ACT) Reading Scores: Ex-Post Facto Quantitative Study. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 113 p.

Source: Dissertations Abstracts International, Volume: 85-08, Section: A.

Thesis (EDD/CI)--University of Phoenix, 2024.

This item must not be sold to any third party vendors.

The problem addressed in this quantitative ex-post facto study was that African American, Latino, and Native American students have lower reading fluency than Caucasian counterparts. The purpose of this study was to determine to what extent incorporating more literature written by African American, Latino, and Native American authors had on the American College Test (ACT) reading scores. The study was quantitative using an ex-post facto design to determine if incorporating more literature written by African American, Latino, and Native American authors helped to increase the archived ACT reading scores for 11th grade students from 2019-2020 (N=62), 2020- 2021(N=59), and 2021-2022 (N=64). The data was analyzed using OLS Regression with the 2020-2021 school year being the constant. ACT reading composites after the book adoption year (M=14.54, SD=4.31) did not have a statistically significant change from scores prior to the book adoption year (M=16.59, SD=4.28). Therefore, the null hypothesis could not be rejected. This study contributes to research as well as practitioners and leaders as a segue to more intentional literature selections and more intentional teacher training on using multicultural literature to help combat racial bias in the classrooms. More multicultural literature could have future benefits in literacy, fluency, and rigorous engagement for high school students, which could close the literacy gap over time between minority and Caucasian students.

ISBN: 9798381709766Subjects--Topical Terms:

526718
Multicultural education.
Subjects--Index Terms:

African American

Use of Multicultural Literature and American College Test (ACT) Reading Scores: Ex-Post Facto Quantitative Study.
LDR:02795nmm a2200409 4500 001 2396598
005 20240611104340.5
006 m o d
007 cr#unu||||||||
008 251215s2024 ||||||||||||||||| ||eng d
020 $a 9798381709766
035 $a (MiAaPQ)AAI30992975
035 $a AAI30992975
040 $a MiAaPQ $c MiAaPQ
100 1 $a Christy, Angela. $3 3766296
245 1 0 $a Use of Multicultural Literature and American College Test (ACT) Reading Scores: Ex-Post Facto Quantitative Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 113 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-08, Section: A.
500 $a Advisor: Susberry Hill, Michelle.
502 $a Thesis (EDD/CI)--University of Phoenix, 2024.
506 $a This item must not be sold to any third party vendors.
520 $a The problem addressed in this quantitative ex-post facto study was that African American, Latino, and Native American students have lower reading fluency than Caucasian counterparts. The purpose of this study was to determine to what extent incorporating more literature written by African American, Latino, and Native American authors had on the American College Test (ACT) reading scores. The study was quantitative using an ex-post facto design to determine if incorporating more literature written by African American, Latino, and Native American authors helped to increase the archived ACT reading scores for 11th grade students from 2019-2020 (N=62), 2020- 2021(N=59), and 2021-2022 (N=64). The data was analyzed using OLS Regression with the 2020-2021 school year being the constant. ACT reading composites after the book adoption year (M=14.54, SD=4.31) did not have a statistically significant change from scores prior to the book adoption year (M=16.59, SD=4.28). Therefore, the null hypothesis could not be rejected. This study contributes to research as well as practitioners and leaders as a segue to more intentional literature selections and more intentional teacher training on using multicultural literature to help combat racial bias in the classrooms. More multicultural literature could have future benefits in literacy, fluency, and rigorous engagement for high school students, which could close the literacy gap over time between minority and Caucasian students.
590 $a School code: 0850.
650 4 $a Multicultural education. $3 526718
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Curriculum development. $3 684418
653 $a African American
653 $a American College Test
653 $a Latino
653 $a Multicultural literature
653 $a Native American students
653 $a Reading scores
690 $a 0455
690 $a 0288
690 $a 0727
710 2 $a University of Phoenix. $b College of Doctoral Studies. $3 3707219
773 0 $t Dissertations Abstracts International $g 85-08A.
790 $a 0850
791 $a EDD/CI
792 $a 2024
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30992975