Degree Type

Thesis

Date of Award

2008

Degree Name

Master of Science

Department

Curriculum and Instruction

First Advisor

Patricia Carlson

Second Advisor

Joanne Marshall

Third Advisor

Carl Smith

Abstract

A quantitative case study at a three-section Midwestern elementary school examined a current flexible grouping method, with increased numbers of teachers, being implemented in sixth grade classrooms versus the traditional whole group instruction. Using Iowa Test of Basic Skills (ITBS) data, the research analyzed if flexible grouping can significantly increase reading achievement in sixth grade students. The research compared the means of sixth grade students national percentile rank (NPR) of the participating students in the area of reading, on their fifth grade ITBS test to their NPR on their sixth grade ITBS test. Results suggest there was no significant growth in the area of reading achievement when students were instructed using flexible grouping.

DOI

https://doi.org/10.31274/rtd-180813-16692

Publisher

Digital Repository @ Iowa State University, http://lib.dr.iastate.edu/

Copyright Owner

Jill Marie Reisner

Language

en

Proquest ID

AAI1454663

OCLC Number

263684790

ISBN

9780549686422

File Format

application/pdf

File Size

37 pages

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