Date of Award

4-1-2006

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Educational Leadership

First Advisor

Dr. John W. Hill

Second Advisor

Dr. Neal F. Grandgenett

Third Advisor

Dr. Kay A. Keiser

Fourth Advisor

Dr. Karen L. Hayes

Abstract

This study evaluated the achievement and social involvement of students who completed eight years of public school Montessori Academic Instruction (n = 31) to determine their current levels of 10th-grade transition adjustment into a traditional high school program, compared to the achievement and social involvement of randomly selected students from the same school district who completed eight years of General Education Academic Instruction (n = 31) before entering high school. Results of the posttest only two group comparative study examined students' (a) Grade Point Averages; (b) reading, language, and math Norm-Referenced Test Normal Curve Equivalent achievement test scores; (c) Essential Learner Outcome reading, math, and writing scores compared to cut scores required to demonstrate proficiency; and (d) reported extra-curricular activity frequencies for (i) club, (ii) organization, (iii) association, and (iv) sports participation. Montessori Academic Instruction students were found to be prepared for successful high school transition as indicated by their achievement and social involvement dependent measures and, therefore, would be expected to experience continued academic success and social involvement. In this study the same outcomes could be anticipated for General Education Academic Instruction students who were equally prepared for continued successful high school transition.

Comments

A Dissertation Presented to the Faculty of the Graduate College of the University of Nebraska in Partial Fulfillment of Requirements for the Degree of Doctor of Education. Copyright 2006 Shelley A. Corry.

Download

Included in

Education Commons

Share

COinS