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You searched for subject:(E D Hirsch). Showing records 1 – 2 of 2 total matches.

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University of North Texas

1. Brading, Aungelique R. Impact of Core Knowledge Curriculum on Reading Achievement.

Degree: 2004, University of North Texas

The purpose of this study was to examine the impact of Core Knowledge curriculum, a Comprehensive School Reform model, on the reading achievement of elementary students located in a north Texas suburban school district. A repeated measures, matched-comparison design was employed using longitudinal data over a three year period. Repeated measures analyses of variance (ANOVA) were conducted to determine if there were any significant differences in student achievement scores as measured by the Texas Assessment of Knowledge and Skills (TAKS) test. The experimental and control school were examined for student achievement gains overall, for advantaged versus disadvantaged students and for achievement gap differences. Although the results of the statistical analyses indicated that there were no significant differences in the reading TAKS scores of students participating in the study, experimental school students consistently had higher mean scores when compared to the control school in all areas. The evaluation of the achievement gap revealed that although the Core Knowledge school did not close the achievement gap between advantaged and disadvantaged students, the disadvantaged students' scores rose in proportion to the advantaged students, thus preventing an increase in the achievement gap between students. Advisors/Committee Members: Huffman, Jane B., Camp, Bill, Stromberg, Linda.

Subjects/Keywords: Reading  – Texas.; Academic achievement  – Texas.; Elementary schools  – Curricula  – Texas.; Core Knowledge; E. D. Hirsch; reading achievement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Brading, A. R. (2004). Impact of Core Knowledge Curriculum on Reading Achievement. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc4717/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Brading, Aungelique R. “Impact of Core Knowledge Curriculum on Reading Achievement.” 2004. Thesis, University of North Texas. Accessed March 28, 2020. https://digital.library.unt.edu/ark:/67531/metadc4717/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Brading, Aungelique R. “Impact of Core Knowledge Curriculum on Reading Achievement.” 2004. Web. 28 Mar 2020.

Vancouver:

Brading AR. Impact of Core Knowledge Curriculum on Reading Achievement. [Internet] [Thesis]. University of North Texas; 2004. [cited 2020 Mar 28]. Available from: https://digital.library.unt.edu/ark:/67531/metadc4717/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brading AR. Impact of Core Knowledge Curriculum on Reading Achievement. [Thesis]. University of North Texas; 2004. Available from: https://digital.library.unt.edu/ark:/67531/metadc4717/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

2. Givens, Toby D. The impact of the core knowledge curriculum at the junior high level as it relates to performance on the Texas Assessment of Knowledge and Skills.

Degree: 2008, University of North Texas

The purpose of this study was to determine the impact of the comprehensive school reform model core knowledge on the reading achievement of eighth grade students located in a suburban north Texas school district. The data compared the mean scores on the Texas Assessment of Knowledge and Skills of students attending the experimental core knowledge school with the control school that did not use the core knowledge curriculum. Students from both schools were compared for student achievement gains overall as well as several other categories. The study also used a qualitative survey that asked key faculty members at both schools questions regarding levels of curriculum implementation, staff knowledge of curriculum, etc. The data showed no significant differences between student achievement scores at the experimental school compared with students at the control school. However, the study found that the type of standardized test seems to have an impact on whether students in a core knowledge curriculum show higher achievement than students in a traditional curriculum. Students in a core knowledge curriculum show higher achievement on norm-referenced standardized tests when compared with students not attending a core knowledge school. When taking a criterion-referenced test such as the Texas Assessment of Knowledge and Skills, there is no difference in reading achievement between the two groups. Advisors/Committee Members: Huffman, Jane B., Stromberg, Linda, Baier, John L..

Subjects/Keywords: Core knowledge; reading achievement; E. D. Hirsch; Junior high schools  – Curricula  – Texas.; Texas Assessment of Knowledge and Skills.; Academic achievement  – Texas.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Givens, T. D. (2008). The impact of the core knowledge curriculum at the junior high level as it relates to performance on the Texas Assessment of Knowledge and Skills. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc6105/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Givens, Toby D. “The impact of the core knowledge curriculum at the junior high level as it relates to performance on the Texas Assessment of Knowledge and Skills.” 2008. Thesis, University of North Texas. Accessed March 28, 2020. https://digital.library.unt.edu/ark:/67531/metadc6105/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Givens, Toby D. “The impact of the core knowledge curriculum at the junior high level as it relates to performance on the Texas Assessment of Knowledge and Skills.” 2008. Web. 28 Mar 2020.

Vancouver:

Givens TD. The impact of the core knowledge curriculum at the junior high level as it relates to performance on the Texas Assessment of Knowledge and Skills. [Internet] [Thesis]. University of North Texas; 2008. [cited 2020 Mar 28]. Available from: https://digital.library.unt.edu/ark:/67531/metadc6105/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Givens TD. The impact of the core knowledge curriculum at the junior high level as it relates to performance on the Texas Assessment of Knowledge and Skills. [Thesis]. University of North Texas; 2008. Available from: https://digital.library.unt.edu/ark:/67531/metadc6105/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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