Summer school, reading camp, eighth grade, reading program, curriculum alignment, knowledge voids, student performance, program analysis, reading curriculum, determining program alignment
This study sought to determine if the 2012 Eighth Grade Summer Reading Camp curriculum was aligned with the students’ needs. To determine if curriculum alignment existed, the researcher completed a qualitative and quantitative study. The qualitative study consisted of interviewing the school district program development team to ascertain how the curriculum was designed. The quantitative segment involved running descriptive statistics for student performance on the Pre-program Benchmark Examination. The determined student knowledge voids were compared to the amount of instructional time spent taught teaching those individual benchmarks to ascertain if the curriculum was aligned with student need. The curriculum was determined to not be aligned with the performance deficiencies of the students.
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Murray, Barbara A.
Doctor of Education (Ed.D.)
College of Education and Human Performance
Teaching, Learning, and Leadership
Educational Leadership; Executive
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Dissertations, Academic -- Education and Human Performance, Education and Human Performance -- Dissertations, Academic
Sochocki, Eric, "An Analysis Of A Large Urban School District's Eighth-grade Summer Reading Camp Curriculum And Student Performance Knowledge Voids" (2013). Electronic Theses and Dissertations. 2806.
Restricted to the UCF community until February 2014; it will then be open access.