國立虎尾科技大學 |

Reading Achievement Based on Kindergarten Mode of Instruction : = A Mixed Methods Study.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Reading Achievement Based on Kindergarten Mode of Instruction :/
其他題名:	A Mixed Methods Study.
作者:	Ardestani, Mina M.
面頁冊數:	1 online resource (132 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
Contained By:	Dissertations Abstracts International84-12A.
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9798379684327

Reading Achievement Based on Kindergarten Mode of Instruction : = A Mixed Methods Study.
Ardestani, Mina M.

Reading Achievement Based on Kindergarten Mode of Instruction :A Mixed Methods Study. - 1 online resource (132 pages)

Source: Dissertations Abstracts International, Volume: 84-12, Section: A.

Thesis (Ed.D.)--Delaware Valley University, 2023.

Includes bibliographical references

Since the COVID-19 pandemic, there has been an influx of virtual school enrollments and newly developed online programs. There is a body of research that supports online learning in higher educational settings but there is limited empirical evidence on the impact of online learning in K-12 settings, specifically with early learners. The purpose of this mixed method study was to determine if there was a difference in reading achievement of first grade students (n=62) based on their kindergarten mode of instruction as measured by the Acadience Reading Benchmarks and teacher perceptions. The researcher analyzed Reading Composite Scores (RCS) if first grade students at the beginning, middle and end of first grade. The results of this study found there was a statistically significant difference in reading achievement of first grade students who received virtual instruction during kindergarten compared to their peers who received face-to-face instruction at the beginning of first grade. There was not a statistically significant difference in reading achievement at the middle and end of first grade.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379684327Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Virtual schoolIndex Terms--Genre/Form:

554714
Electronic books.

Reading Achievement Based on Kindergarten Mode of Instruction : = A Mixed Methods Study.
LDR:02513ntm a22003977 4500 001 1143134
005 20240513060805.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798379684327
035 $a (MiAaPQ)AAI30526036
035 $a AAI30526036
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Ardestani, Mina M. $3 1467728
245 1 0 $a Reading Achievement Based on Kindergarten Mode of Instruction : $b A Mixed Methods Study.
264 0 $c 2023
300 $a 1 online resource (132 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
500 $a Advisor: Jorgensen, Donna W.
502 $a Thesis (Ed.D.)--Delaware Valley University, 2023.
504 $a Includes bibliographical references
520 $a Since the COVID-19 pandemic, there has been an influx of virtual school enrollments and newly developed online programs. There is a body of research that supports online learning in higher educational settings but there is limited empirical evidence on the impact of online learning in K-12 settings, specifically with early learners. The purpose of this mixed method study was to determine if there was a difference in reading achievement of first grade students (n=62) based on their kindergarten mode of instruction as measured by the Acadience Reading Benchmarks and teacher perceptions. The researcher analyzed Reading Composite Scores (RCS) if first grade students at the beginning, middle and end of first grade. The results of this study found there was a statistically significant difference in reading achievement of first grade students who received virtual instruction during kindergarten compared to their peers who received face-to-face instruction at the beginning of first grade. There was not a statistically significant difference in reading achievement at the middle and end of first grade.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Educational technology. $3 556755
650 4 $a Higher education. $3 1148448
653 $a Virtual school
653 $a Online learning
653 $a Reading achievement
653 $a Reading Composite Scores
653 $a Virtual instruction
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0710
690 $a 0745
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Delaware Valley University. $b School of Graduate and Professional Studies. $3 1467729
773 0 $t Dissertations Abstracts International $g 84-12A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30526036 $z click for full text (PQDT)