Keywords

Project CHILD, looping, team teaching, technology integration, active learning, diverse learners

Abstract

Project CHILD (Changing How Instruction for Learning is Delivered) provides an avenue for educational change using a triangulated approach. Using data from the Florida Department of Education, this research studies the Project CHILD learning approach on preparing students for success on portions of the Florida Comprehensive Assessment Test (FCAT) using results from fifteen charter schools in the state of Florida, seven participating in Project CHILD and eight non-participating charter schools for the 2008-2009 school-year. Dispersion statistics such as range and standard deviation as well as independent t tests are computed to compare the percentage of students in grades three to five scoring levels 3 and higher on the reading and mathematics portions, and fourth grade students scoring a 3.5 or higher on the writing assessment of the FCAT. Project CHILD schools had smaller ranges and standard deviations in the majority of the comparisons. Descriptively, this suggests that students in the Project CHILD schools are performing closer to the school average. There were no statistically significance differences between the Project CHILD schools and non-Project CHILD schools for grade level comparisons, nor on any grade level aggregate outcomes (i.e., grades 3-5 school FCAT reading, mathematics, or writing mean). However moderate effect sizes were seen for reading in grade four and writing assessments in grade four. The non-statistically significant findings were likely due to low power, and the moderate effect sizes suggest evidence of practical significance.

Notes

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Graduation Date

2010

Advisor

Hartle, Lynn

Degree

Master of Science (M.S.)

College

College of Education

Department

Child, Family, and Community Sciences

Degree Program

Early Childhood Development and Education

Format

application/pdf

Identifier

CFE0003355

URL

http://purl.fcla.edu/fcla/etd/CFE0003355

Language

English

Release Date

July 2011

Length of Campus-only Access

None

Access Status

Masters Thesis (Open Access)

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