| LDR |
|
03585nam^^22003853a^4500 |
| 001 |
|
AA00001403_00001 |
| 005 |
|
20200407154430.0 |
| 006 |
|
m^^^^^o^^d^^^^^^^^ |
| 007 |
|
cr^^n^---ma^mp |
| 008 |
|
200407n^^^^^^^^xx^^^^^^o^^^^^|||^u^eng^d |
| 024 |
7 |
|a LC4713.4.A34 2007_RiconMercedes |2 BU-Local |
| 050 |
4 |
|a LC4713.4.A34 2007 |
| 100 |
|
|a Ricon Abelleira, Mercedes. |
| 245 |
10 |
|a The evaluation of an academy's summer school program |h [electronic resource]. |
| 260 |
|
|a Miami, Fla. : |b Barry University, |c 2007. |
| 300 |
|
|a xiv, 177 leaves |
| 490 |
|
|a Barry University Dissertations -- School of Education. |
| 502 |
|
|a Thesis (Ph.D.)--Barry University, 2007. |
| 504 |
|
|a Includes bibliographical references (leaves 145-168). |
| 506 |
|
|a Copyright Mercedes Ricon. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
| 520 |
3 |
|a The Evaluation of an Academy’s Summer School Program is a study that quantitatively investigates the efficacy of its brain based educational program for students with Learning Disabilities (LD), Attention Deficit Disorder (ADD), and Attention Deficit Hyperactivity Disorder (ADHD) using a pre-and post-test quasi-experimental design. All participants (N=40) reside in the suburban multicultural southeast Florida community and experience learning and social difficulties that often interfere with their learning abilities. It was hypothesized that individualized brain-based mastery learning instruction would yield improved test scores in core academic achievement and social and life skills areas. The results of this study, based on the pre-and post- scores of the Woodcock-Johnson Third Revision Achievement Test Forms A and B (WJ-III) administered by an independent licensed psychologist showed that the secondary level participants produced statistically significant academic improvement in reading fluency. Teachers completed the Social Skills Rating System-Teacher (SSRS) to assess students’ social and life skills and performed their duties without knowledge of who was participating in the study. The study results showed that all participants attained statistically significant gain score improvement in their development of social and life skills. Subsequent statistical analyses indicated that 99.76 % of the participants produced positive core academic achievement gains in reading, writing, and mathematics and 93.33% of the participants showed positive growth in social and life skills. The positive results of this study in such a short duration of time demonstrates the effectiveness and benefit of providing a highly specialized and individualized brain based mastery learning program to elementary and secondary students with LD, ADD, and ADHD. |
| 533 |
|
|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
| 535 |
1 |
|a Barry University Archives and Special Collections. |
| 650 |
0 |
|a Attention-deficit-disordered children |x Education |x United States. |
| 650 |
0 |
|a Learning disabled children |x Education |x United States. |
| 650 |
0 |
|a Cognitive learning. |
| 650 |
0 |
|a Behavior modification. |
| 650 |
0 |
|a Learning disabilities. |
| 655 |
0 |
|a Academic theses. |
| 830 |
0 |
|a Barry University Digital Collections. |
| 830 |
0 |
|a Theses and Dissertations. |
| 852 |
|
|a BUDC |c Theses and Dissertations |
| 856 |
40 |
|u http://sobekcmsrv.barrynet.barry.edu/AA00001403/00001 |y Click here for full text |
| 992 |
04 |
|a https:/budc.barry.edu/content/AA/00/00/14/03/00001/LC4713_4_A34 2007_RiconMercedesthm.jpg |
| 997 |
|
|a Theses and Dissertations |
The record above was auto-generated from the METS file.
