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作者 Tucke Czajkowski, Tracey L
書名 The influences picture books have on older learners' achievement and motivation in content area classes
國際標準書號 0493245049
book jacket
說明 167 p
附註 Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1779
Chair: William Barone
Thesis (Ed.D.)--Duquesne University, 2000
This study was conducted to determine if picture books influence an older learner's achievement and motivation in content area classes. Two fifth grade classrooms were instructed in a unit on immigration in their social studies class. One class received a supplement of seven picture books to their instruction and one did not receive any picture books. The classes were also asked to give their preferences for instructional techniques used by the teacher throughout the unit. Achievement was analyzed using five different tools: two twenty-point quizzes, a ten-point cloze procedure, a writing sample and the L section of a KWL chart. There were significant differences (p < 0.05) between the two classes by the end of the fifteen-day unit on immigration. The picture book class scored higher on the writing sample, final quiz and the KWL chart. All of these instruments were evaluated after the picture book class had received all seven books as a supplement. Motivation was analyzed using the W section of the KWL chart and a fourteen-question survey. There was no significant difference between the two classes on either of the tools. An instructional checklist was used to analyze the students' preferences to various instructional techniques. Both of the classes ranked being read to by the teacher higher than the traditional teaching techniques such as teacher lecture, individual seatwork and reading independently. A general conclusion drawn from the findings in this study is that picture books do increase the achievement of an older learner in the content area class of social studies. The fifth grade students also preferred the shared reading of a picture book to other traditional instructional techniques. These findings could be used to encourage educators to use picture books with a larger number of older students in various content area classes
School code: 0067
DDC
Host Item Dissertation Abstracts International 62-05A
主題 Education, Reading
Education, Elementary
0535
0524
Alt Author Duquesne University
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