IMPACTS OF SEMI SELF-CONTAINED LEARNING COMMUNITIES IN GRADE 6 ON STUDENTS’ ENGAGEMENT, ACHIEVEMENT, AND PERCEPTIONS OF THE CLASSROOM ENVIRONMENT: AN EVALUATION OF PROJECT SUCCESS

middle school achievement;school engagement;goal orientations;interdisciplinary instruction;Entrepreneurial Leadership in Education

Dodd, Robert WilliamSmith, Henry ;

Johns Hopkins University

关键词: middle school achievement;    school engagement;    goal orientations;    interdisciplinary instruction;    Entrepreneurial Leadership in Education;   

Others  :  https://jscholarship.library.jhu.edu/bitstream/handle/1774.2/60003/DODD-DISSERTATION-2018.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: JOHNS HOPKINS DSpace Repository

【 摘 要 】

This study examines the impacts of business-as-usual departmentalization and semi self-contained learning communities on students’ engagement, achievement, and perceptions of the classroom environment in grade 6. The treatment condition in this randomized control trial is Project SUCCESS (e.g., Student Unified Curriculum Combining English, digital literacy, Science, and Social Studies) and departmentalization, or achievement through specialization (ATS), serves as the control condition. In the spring of 2016, grade 5 students were randomly assigned to Project SUCCESS (n = 87) and ATS (n = 313) for grade 6 in in two relatively large and low-income middle schools in the inner suburbs of a large metropolitan area. Multiple regression analyses on standardized test scores in reading on the Measures of Academic Progress (MAP-R) showed that Project SUCCESS had substantial and highly significant impacts on students’ literacy development in grade 6. Further, Project SUCCESS profoundly reduced the achievement gap between students who received free and reduced meals (FARMS) and students of higher socioeconomic status. Further, students in Project SUCCESS earned significantly higher cumulative grade point averages and placed significantly more value on interacting with peers than students in ATS. Finally, students in Project SUCCESS were less likely than the other students to indicate that their school had a negative performance goal structure where teachers treat students who get good grades better than other students, pay too much attention to grades and not enough to helping students learn, care only about the smart kids, and encourage students to compete against each other for grades.