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The differential effects of organiza...

Crow, Karen Rae.

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The differential effects of organizational structure on learning: Distributed learning versus massed learning in year -round calendar schools and traditional calendar schools.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The differential effects of organizational structure on learning: Distributed learning versus massed learning in year -round calendar schools and traditional calendar schools./
作者:	Crow, Karen Rae.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2009,
面頁冊數:	101 p.
附註:	Source: Dissertations Abstracts International, Volume: 71-05, Section: A.
Contained By:	Dissertations Abstracts International71-05A.
標題:	School administration. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3358171
ISBN:	9781109171686

The differential effects of organizational structure on learning: Distributed learning versus massed learning in year -round calendar schools and traditional calendar schools.
Crow, Karen Rae.

The differential effects of organizational structure on learning: Distributed learning versus massed learning in year -round calendar schools and traditional calendar schools. - Ann Arbor : ProQuest Dissertations & Theses, 2009 - 101 p.

Source: Dissertations Abstracts International, Volume: 71-05, Section: A.

Thesis (Ed.D.)--Tarleton State University, 2009.

The purpose of this study was to compare the differential effects of the organizational structure of learning as influenced by a year-round calendar (distributed learning) vs. a traditional calendar (massed learning) on student attendance and student achievement. Research that dates back to 1885 and the work of Hermann Ebbinghaus was revisited in order to make application of his findings regarding memory and retention as related to an investigation into the effect of school calendar and academic learning time upon student achievement. This quantitative causal-comparative research study included 28 elementary schools operating under a year-round calendar. Student achievement data were collected for third-, fourth-, and fifth-grades using the campus average reading and mathematics scores from the Texas Assessments of Knowledge and Skills. Student attendance rates for all the campuses were collected from the Academic Excellence Indicator System. The student achievement data and the overall campus student attendance rate were compared to 28 identified traditional calendar schools, selected from a comparable campus group, as assigned by the Texas Education Agency (TEA). Findings revealed one area of academic difference for fifth grade economically disadvantaged students in mathematics and a difference in attendance. Both differences where found in favor of the traditional calendar; however the general conclusion was that the year-round school calendar and the traditional school calendar do not have dramatically different outcomes and the scheduling of the Texas Assessment of Knowledge and Skills (TAKS) may favor the traditional calendar.

ISBN: 9781109171686Subjects--Topical Terms:

3172164
School administration.
Subjects--Index Terms:

Distributed learning

The differential effects of organizational structure on learning: Distributed learning versus massed learning in year -round calendar schools and traditional calendar schools.
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300 $a 101 p.
500 $a Source: Dissertations Abstracts International, Volume: 71-05, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Beach, Don.
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520 $a The purpose of this study was to compare the differential effects of the organizational structure of learning as influenced by a year-round calendar (distributed learning) vs. a traditional calendar (massed learning) on student attendance and student achievement. Research that dates back to 1885 and the work of Hermann Ebbinghaus was revisited in order to make application of his findings regarding memory and retention as related to an investigation into the effect of school calendar and academic learning time upon student achievement. This quantitative causal-comparative research study included 28 elementary schools operating under a year-round calendar. Student achievement data were collected for third-, fourth-, and fifth-grades using the campus average reading and mathematics scores from the Texas Assessments of Knowledge and Skills. Student attendance rates for all the campuses were collected from the Academic Excellence Indicator System. The student achievement data and the overall campus student attendance rate were compared to 28 identified traditional calendar schools, selected from a comparable campus group, as assigned by the Texas Education Agency (TEA). Findings revealed one area of academic difference for fifth grade economically disadvantaged students in mathematics and a difference in attendance. Both differences where found in favor of the traditional calendar; however the general conclusion was that the year-round school calendar and the traditional school calendar do not have dramatically different outcomes and the scheduling of the Texas Assessment of Knowledge and Skills (TAKS) may favor the traditional calendar.
590 $a School code: 1081.
650 4 $a School administration. $3 3172164
650 4 $a Elementary education. $3 641385
650 4 $a Curriculum development. $3 684418
650 4 $a Learning. $3 516521
650 4 $a Calendars. $3 879487
650 4 $a Schools. $3 573554
650 4 $a Educational administration. $3 2122799
653 $a Distributed learning
653 $a Massed learning
653 $a Memory and retention
653 $a School calendar
653 $a Summer learning loss
653 $a Traditional school calendar
653 $a Year-round calendar
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690 $a 0524
690 $a 0727
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793 $a English
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