國立虎尾科技大學 |

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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The differential effects of organizational structure on learning :/
Reminder of title:	Distributed learning versus massed learning in year -round calendar schools and traditional calendar schools.
Author:	Crow, Karen Rae.
Description:	1 online resource (101 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 71-05, Section: A.
Contained By:	Dissertations Abstracts International71-05A.
Subject:	School administration. -
Online resource:	click for full text (PQDT)
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. - 1 online resource (101 pages)

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

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

Includes bibliographical references

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.

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

Mode of access: World Wide Web

ISBN: 9781109171686Subjects--Topical Terms:

1180066
School administration.
Subjects--Index Terms:

Distributed learningIndex Terms--Genre/Form:

554714
Electronic books.

The differential effects of organizational structure on learning : = Distributed learning versus massed learning in year -round calendar schools and traditional calendar schools.
LDR:03275ntm a22004337 4500 001 1147132
005 20240909062223.5
006 m o d
007 cr bn ---uuuuu
008 250605s2009 xx obm 000 0 eng d
020 $a 9781109171686
035 $a (MiAaPQ)AAI3358171
035 $a AAI3358171
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Crow, Karen Rae. $3 1472785
245 1 4 $a The differential effects of organizational structure on learning : $b Distributed learning versus massed learning in year -round calendar schools and traditional calendar schools.
264 0 $c 2009
300 $a 1 online resource (101 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: 71-05, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Beach, Don.
502 $a Thesis (Ed.D.)--Tarleton State University, 2009.
504 $a Includes bibliographical references
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a School administration. $3 1180066
650 4 $a Elementary education. $3 1148439
650 4 $a Curriculum development. $3 1148494
650 4 $a Learning. $3 555256
650 4 $a Calendars. $3 1472787
650 4 $a Schools. $3 557489
650 4 $a Educational administration. $3 1148465
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
655 7 $a Electronic books. $2 local $3 554714
690 $a 0514
690 $a 0524
690 $a 0727
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Tarleton State University. $3 1472786
773 0 $t Dissertations Abstracts International $g 71-05A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3358171 $z click for full text (PQDT)