The effects of heterogeneous small learning academies on secondary student achievement

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dc.contributor Giesen, Judy L.
dc.contributor Mantero, Miguel
dc.contributor Scherff, Lisa
dc.contributor Wilson, Elizabeth K.
dc.contributor.advisor Stallworth, Brenda J. Beavers, Stoney Mark 2017-02-28T22:21:47Z 2017-02-28T22:21:47Z 2009
dc.identifier.other u0015_0000001_0000131
dc.identifier.other Beavers_alatus_0004D_10221
dc.description Electronic Thesis or Dissertation
dc.description.abstract This study focused on the differences in outcomes for three academic years of 10th grade students grouped into standard and advanced classes compared to three academic years of students grouped into heterogeneous academies. A chi-square analysis indicated that the mixed-ability group outperformed the standard/advanced grouped students on reading, language, and social studies exit exam subtests in the majority of disaggregated subgroups. Results revealed that the mixed-ability grouping intervention was especially effective for females and students from lower socioeconomic levels. Additional descriptive and qualitative data supported the quantitative findings through patterns and themes consistent with instructional and cultural school improvement. The findings are congruent with the research on the benefits of academies and small learning communities on student motivation and achievement. Interviews of academy teachers further supported these findings and the relevant research by revealing that restructuring the school day alone will not necessarily increase student motivation and achievement. The restructuring must be accompanied by motivational strategies, professional development, improved teacher practices, and administrative support.
dc.format.extent 198 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Education, Secondary
dc.subject.other Education, Curriculum and Instruction
dc.title The effects of heterogeneous small learning academies on secondary student achievement
dc.type thesis
dc.type text University of Alabama. Dept. of Curriculum and Instruction Secondary Education The University of Alabama doctoral Ph.D.

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