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ERIC Number: ED119119
Record Type: RIE
Publication Date: 1975
Pages: 295
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Confluent Reading and English Fundamentals Curriculum: Derivation, Description, and Evaluation.
McCarthy, David Neil
Confluent education is the intentional integration of the affective and the cognitive domain in curriculum design and classroom teaching. The purpose of this study was to define, operationalize, and empirically evaluate a confluent reading/English fundamentals curriculum for community college students. A theoretical model was developed to describe how this integration would take place within a language arts curriculum. Two groups of twenty and nineteen randomly assigned students were tested; reading comprehension tests consisted of a cloze test and comprehension questions arranged along the levels of Bloom's Taxonomy I. Self-concept was measured by the Bills-Vance-McClean Index of Adjustment and Values. The Brown-Holtzman survey of Study Habits and Attitudes yielded scores for work methods, delay avoidance, teacher approval, and education acceptance. One group was a control group, the other received a curriculum identical to the model. It was concluded that a confluent language arts curriculum was able to effect significant changes in student self-concepts. The students also showed improvement in work methods, teacher approval, and reading comprehension. (Author/TS)
University Microfilms, P.O. Box 1764, Ann arbor, Michigan 48106 (Order No. 76-2736, MFilm $7.50, Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, University of California, Santa Barbara