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examination of the implementation of the Intel Essentials project-based learning model on middle and secondary reading and language arts FCAT student achievement and engagement
| Title: | An examination of the implementation of the Intel Essentials project-based learning model on middle and secondary reading and language arts FCAT student achievement and engagement. |
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| Name(s): |
Wright, Jeremy R. College of Education Department of Curriculum, Culture, and Educational Inquiry |
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| Type of Resource: | text | |
| Genre: | Electronic Thesis Or Dissertation | |
| Issuance: | monographic | |
| Date Issued: | 2009 | |
| Publisher: | Florida Atlantic University | |
| Physical Form: | electronic | |
| Extent: | xvi, 168 p. : ill. | |
| Language(s): | English | |
| Summary: | The purpose of this study was to identify (1) the effectiveness of the Intel Essentials model of project-based learning based on student Florida Comprehensive Assessment test (FCAT) reading scores; (2) the differences in student engagement between students in classes with teachers trained in the Intel Essentials model of project-based learning and teachers not trained in the model as measured by the Beliefs about Classroom Structures Survey; (3) the level of implementation (high, average, or low) of teachers trained in the Intel Essentials model of project-based learning; and (4) any correlation between the level of implementation and the level of student engagement. A total of 32 teachers participated in the study. The teachers were split into 2 groups: the experimental group (N = 16) that participated in the Intel Essentials Training, and the control group (N = 16) that did not participate in the training. The results for this study were mixed. The students of the experimental group teachers (N = 780) had significantly higher (p < .05) FCAT scores than that of the control group students (N = 643). The control group with the exception of Motivating Tasks subscale had significantly higher levels of engagement. The correlation between level of implementation and student engagement produced a moderate negative correlation, meaning that the Intel trained teachers with the highest levels of implementation had the lowest levels of engagement. | |
| Identifier: | 502240356 (oclc), 369395 (digitool), FADT369395 (IID), fau:4282 (fedora) | |
| Note(s): |
by Jeremy R. Wright. Thesis (Ed.D.)--Florida Atlantic University, 2009. Includes bibliography. Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web. |
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| Subject(s): |
School improvement programs Project method in teaching Mobile communication systems in education Academic achievement -- Methodology Education, Secondary -- Computer-assisted instruction Florida Comprehensive Assessment Test Education -- Effect of technological innovations on |
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| Held by: | FBoU FAUER | |
| Persistent Link to This Record: | http://purl.flvc.org/FAU/369395 | |
| Use and Reproduction: | http://rightsstatements.org/vocab/InC/1.0/ | |
| Host Institution: | FAU |
