Integrating GIS in the Middle School Curriculum: Impacts on Diverse Students' Standardized Test Scores

Autor/inn/en	Goldstein, Donna; Alibrandi, Marsha
Titel	Integrating GIS in the Middle School Curriculum: Impacts on Diverse Students' Standardized Test Scores
Quelle	In: Journal of Geography, 112 (2013) 2, S.68-74 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1341
DOI	10.1080/00221341.2012.692703
Schlagwörter	Academic Achievement; Achievement Tests; Standardized Tests; Control Groups; Second Language Learning; English Language Learners; Case Studies; Scores; Reading Achievement; Middle School Students; High Stakes Tests; Grades (Scholastic); Teaching Methods; Geographic Information Systems; Florida; Florida Comprehensive Assessment Test + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Zweitsprachenerwerb; Case study; Fallstudie; Case Study; Leseleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Notenspiegel; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This case study conducted with 1,425 middle school students in Palm Beach County, Florida, included a treatment group receiving GIS instruction (256) and a control group without GIS instruction (1,169). Quantitative analyses on standardized test scores indicated that inclusion of GIS in middle school curriculum had a significant effect on student achievement on both high stakes Florida Comprehensive Achievement Test (FCAT) reading scores and on final course grades in science and social studies. The most significant increases were found among the English language learners (ELLs). (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10