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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-語言資料,手稿 : Monograph/item
正題名/作者:	The differential effects of organizational structure on learning :/
其他題名:	Distributed learning versus massed learning in year -round calendar schools and traditional calendar schools.
作者:	Crow, Karen Rae.
面頁冊數:	1 online resource (101 pages)
附註:	Source: Dissertations Abstracts International, Volume: 71-05, Section: A.
Contained By:	Dissertations Abstracts International71-05A.
標題:	Educational administration. -
電子資源:	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:

1148465
Educational 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.
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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.
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