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The effects of heterogeneous small learning academies on secondary student achievement

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dc.contributorGiesen, Judy L.
dc.contributorMantero, Miguel
dc.contributorScherff, Lisa
dc.contributorWilson, Elizabeth K.
dc.contributor.advisorStallworth, Brenda J.
dc.contributor.authorBeavers, Stoney Mark
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-02-28T22:21:47Z
dc.date.available2017-02-28T22:21:47Z
dc.date.issued2009
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThis 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.en_US
dc.format.extent198 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0000131
dc.identifier.otherBeavers_alatus_0004D_10221
dc.identifier.urihttps://ir.ua.edu/handle/123456789/638
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectSecondary education
dc.subjectEducation, Curriculum and Instruction
dc.titleThe effects of heterogeneous small learning academies on secondary student achievementen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Curriculum and Instruction
etdms.degree.disciplineSecondary Education
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.

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