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A Study of the Association between Multi-Age Classrooms and Single-Age Classrooms Regarding TCAP Reading/Language Gains

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Title: A Study of the Association between Multi-Age Classrooms and Single-Age Classrooms Regarding TCAP Reading/Language Gains
Language: English
Authors: Holly Krysten Irvin Flora
Source: ProQuest LLC. 2005D.Ed. Dissertation, East Tennessee State University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 88
Publication Date: 2005
Intended Audience: Administrators; Teachers
Document Type: Dissertations/Theses - Doctoral Dissertations
Descriptors: Mixed Age Grouping, Homogeneous Grouping, Achievement Tests, Reading Achievement, Raw Scores, Effect Size, Comparative Analysis, Gender Differences
Geographic Terms: Tennessee
Assessment and Survey Identifiers: Tennessee Comprehensive Assessment Program
ISBN: 979-86-912036-3-3
Abstract: The purpose of this study was to explore the differences between Reading/Language achievement gains of students in multi-age classrooms to the Reading/Language achievement gains of their peers in traditional, single-age classrooms. The causal-comparative quantitative approach to exploring cause-and-effect relationships was employed in this study. In this study, the effect of multi-age grouping and single age grouping was analyzed and compared using TCAP Reading/Language raw gain scores. Raw gain scores were used to determine the amount of progress children make from one year to the next regardless of their level of achievement. Findings in this study were mixed. Some significant differences were found in favor of single-age classrooms. However, the calculation of effect size showed no practical significance. Significance was also revealed in favor of males over females in both single-age and multi-age classrooms; although, effect size indicated only a small to moderate practical significance exists. This study provides an overview of the history of American educational structures. It might be helpful for the educational community in evaluating one dimension of the effectiveness of multi-age groupings. Teachers and administrators could benefit from the comparisons made in this study and as a result make better decisions regarding the delivery of instruction and the structuring of school classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2024
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:28270212
Accession Number: ED654398
Database: ERIC
FullText Text:
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An: ED654398
AccessLevel: 3
PubType: Dissertation/ Thesis
PubTypeId: dissertation
PreciseRelevancyScore: 0
IllustrationInfo
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  Data: A Study of the Association between Multi-Age Classrooms and Single-Age Classrooms Regarding TCAP Reading/Language Gains
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  Data: <searchLink fieldCode="AR" term="%22Holly+Krysten+Irvin+Flora%22">Holly Krysten Irvin Flora</searchLink>
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  Data: Dissertations/Theses - Doctoral Dissertations
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  Label: Assessment and Survey Identifiers
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  Data: The purpose of this study was to explore the differences between Reading/Language achievement gains of students in multi-age classrooms to the Reading/Language achievement gains of their peers in traditional, single-age classrooms. The causal-comparative quantitative approach to exploring cause-and-effect relationships was employed in this study. In this study, the effect of multi-age grouping and single age grouping was analyzed and compared using TCAP Reading/Language raw gain scores. Raw gain scores were used to determine the amount of progress children make from one year to the next regardless of their level of achievement. Findings in this study were mixed. Some significant differences were found in favor of single-age classrooms. However, the calculation of effect size showed no practical significance. Significance was also revealed in favor of males over females in both single-age and multi-age classrooms; although, effect size indicated only a small to moderate practical significance exists. This study provides an overview of the history of American educational structures. It might be helpful for the educational community in evaluating one dimension of the effectiveness of multi-age groupings. Teachers and administrators could benefit from the comparisons made in this study and as a result make better decisions regarding the delivery of instruction and the structuring of school classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 88
    Subjects:
      – SubjectFull: Mixed Age Grouping
        Type: general
      – SubjectFull: Homogeneous Grouping
        Type: general
      – SubjectFull: Achievement Tests
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Raw Scores
        Type: general
      – SubjectFull: Effect Size
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Tennessee
        Type: general
      – SubjectFull: Tennessee Comprehensive Assessment Program
        Type: general
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      – TitleFull: A Study of the Association between Multi-Age Classrooms and Single-Age Classrooms Regarding TCAP Reading/Language Gains
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            NameFull: Holly Krysten Irvin Flora
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              Y: 2005
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              Value: 979-86-912036-3-3
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