Does Goal Setting with Elementary Students Impact Reading Growth

Autor/in	Dotson, Ronnie A.
Titel	Does Goal Setting with Elementary Students Impact Reading Growth
Quelle	(2016), (109 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Morehead State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3395-1073-6
Schlagwörter	Hochschulschrift; Dissertation; Goal Orientation; Reading Achievement; Elementary School Students; Longitudinal Studies; Grade 4; Grade 5; Teaching Methods; Program Effectiveness; Reading Instruction + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Zielorientierung; Zielvorstellung; Leseleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht
Abstract	More than ever before, public schools are under immense pressure to raise the academic achievement of students. Administrators, teachers, and parents alike are searching for ways to equip students with the necessary knowledge to be successful in the 21st Century. Research proves that goal setting provides students with a tool to plan, monitor, and evaluate their own learning while increasing motivation and achievement. The purpose of this research is to determine the impact of goal setting on reading growth of elementary students. The study analyzed the reading performance of elementary students over a two year period. McNemar's Change Test analysis was used to determine if a significant difference existed between the reading growth achieved in fourth grade compared to reading growth achieved in fifth grade. Of the 328 students participating in the study, 69% made adequate growth after goal setting implementation as compared to only 60% prior to the implementation of goal setting. Data are provided collectively on all schools participating in the study as well as individually by school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01