http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
effects of teaching modes on the academic gain of central stream secondary migrant students of Texas
The purpose of this study was to determine whether and to what extent teaching style or mode affected the academic gain of secondary migrant students in subject areas of reading, mathematics, and English. The Principles of Adult Learning Scale (PALS) was used to determine the preferred teaching mode. According to PALS, teachers in the sample supported a non-collaborative (teacher-centered) mode of instruction. Student gains were measured by a pretest design with the Tests of Adult Basic Education (TABE) in areas of reading, mathematics and English. The analysis of the data in this study did not reveal any significant relationships or effects between the teachers' mode of instruction and the students' academic gain. Additionally, there were no significant correlations between age, grade, sex, and student academic gains.
"Major subject: Educational Curriculum and Instruction."
Ph. D. in Philosophy Texas A & M University 1984
Includes bibliographical references (leaves 63-70).