rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    non sort: The
    title: effects of cooperative integrated reading and composition, fidelity of implementation, and teacher concerns on student achievement
  name:
    name part: Skeans, Sharon Elizabeth Sicinski.
    role:
      role term: creator
  name:
    name part: Dockweiler, Clarence J.
    role:
      role term: degree committee member.
  name:
    name part: McNamara, James F.
    role:
      role term: degree committee member.
  name:
    name part: Smith, Robert G.
    role:
      role term: degree committee member.
  name:
    name part: Wiseman, Donna L.
    role:
      role term: degree supervisor.
  name:
    name part: Texas A & M University
    role:
      role term: degree granting institution.
  type of resource: text
  genre: bibliography
  genre: Academic theses.
  origin info:
    place:
      place term: xx
    date issued: 1991
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: print
    extent: xi, 207 leaves ; 29 cm
  abstract: This study was primarily concerned with whether Cooperative Integrated Reading and Composition (CIRC), which uses cooperative learning with an integrated language arts program, had a greater impact on student achievement than an integrated language arts program which uses non-cooperative learning procedures. Of further interest was the effect on student achievement of teachers' fidelity of implementation of CIRC and their concerns while implementing this new methodology. This quasi-experimental study involved 310 students of 24 teachers at grade three and 320 students of 18 teachers at grade five. Student achievement was measured by the subtests of vocabulary, reading comprehension, and language of the Metropolitan Achievement Test, Sixth Edition, Form L. Fidelity of implementation for the CIRC and comparison groups was measured by questionnaires developed from Innovation Configuration Checklists for each treatment. Teacher concerns were measured by the Stages of Concern Questionnaire. The latter instruments are components of Gene Hall et al.'s Concerns-Based Adoption Model. An analysis of covariance using prior achievement as the covariate was conducted. The differences in achievement between the two groups within each grade level were compared, and effect sizes were used to interpret significant differences. Statistically significant results were found in the following areas: (1) the implementation of CIRC resulted in greater achievement in vocabulary at grade three; (2) the implementation of the district's integrated language arts program resulted in greater student achievement in reading comprehension and language at grade five; (3) CIRC teachers with high degrees of implementation had a greater impact on student achievement in language at grade three; and (4) CIRC teachers with both high degrees of implementation and high Stages of Concern had a greater impact on student achievement in language at grade three...
  note: "Major subject: Curriculum and Instruction."
  note: Typescript (photocopy).
  note: Vita.
  note: Ph. D. Texas A & M University 1991
  note: Includes bibliographical references.
  subject:
    topic: Academic achievement
    topic: Effect of teacher attitude on
  subject:
    topic: Group work in education
  subject:
    topic: Language arts (Elementary)
  subject:
    topic: Major curriculum and instruction
  identifier: https://hdl.handle.net/1969.1/DISSERTATIONS-1282552
  identifier: http://proxy.library.tamu.edu/login
  related item:
    location:
      url: https://hdl.handle.net/1969.1/DISSERTATIONS-1282552
  related item:
    location:
      url: http://proxy.library.tamu.edu/login
  record info:
    record content source: TXA
    record creation date: 930121
    record change date: 20220103134847.0
    record identifier: in00001113952
    language of cataloging:
      language term: eng