A Longitudinal Study of Man: A Course of Study. Volume I: Summary, Background and Design. Final Report.

Autor/inn/en	Cort, H. Russell, Jr.; Peskowitz, Nancy
Institution	Antioch Coll., Washington, DC.
Titel	A Longitudinal Study of Man: A Course of Study. Volume I: Summary, Background and Design. Final Report.
Quelle	(1977), (148 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Affective Objectives; Anthropology; Cognitive Objectives; Comparative Analysis; Course Content; Course Evaluation; Cultural Awareness; Cultural Differences; Curriculum Evaluation; Data Analysis; Educational Practices; Educational Problems; Educational Research; Elementary Education; Grade 5; Grade 6; Longitudinal Studies; Measurement Techniques; Process Education; Program Descriptions; Program Evaluation; Social Studies; Student Attitudes; Student Motivation; Summative Evaluation; Tables (Data) + Suchen Sie Ihr Suchwort? Schulleistung; Anthropologie; Kognitives Lernziel; Kursprogramm; Cultural identity; Kulturelle Identität; Kultureller Unterschied; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Auswertung; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Elementarunterricht; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Messtechnik; Programme evaluation; Programmevaluation; Gemeinschaftskunde; Schülerverhalten; Schulische Motivation; Tabelle
Abstract	This document, the first volume of the summative evaluation of "Man: A Course of Study" (MACOS), focuses on motivation and achievement of students using the MACOS curriculum. The major purpose of the two-year study was to compare MACOS as it was taught in 57 fifth and sixth grade classes in 15 school districts with other social studies curricula taught in 51 comparison classes at the same grade levels. Classes selected for the study exhibited similar racial and socioeconomic characteristics, and were taught by persons with similar teaching experience. The study used pre- and posttests, tape recordings of class sessions, checklists, rating scales, and repeated interviews with teachers and students to determine what was taught, how it was taught, and what course outcomes were for students in areas of knowledge, skills, attitudes, and behavior. Nine measurement instruments were developed to assess achievement and attitude variables. Two instruments measured student ability to organize, interpret, and evaluate MACOS, social science, and ethnographic data. Other instruments evaluated student attitudes toward unusual customs, problem solving, social studies, and the suitability of vivid topics for elementary school students. Findings indicated similarity between MACOS and non-MACOS groups of classes on generalized tests of social studies and inquiry skills, and differences on tests that were curriculum specific. (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC