ERIC Number: ED422419
Record Type: RIE
Publication Date: 1998-May
The Effects of Integrated Curriculum on 9th Grade At-Risk Students.
Morris, Linda L.
This report describes a program for increasing connections between curricula, and increasing consistency between classrooms in classroom management techniques in order to increase student self-esteem, reading level, and academic success. The targeted population consisted of 67 ninth-grade students in a growing middle class community in northern Illinois. The problems of low reading ability, poor self-esteem, and low academic success were documented through data from reading test scores, grade point average, student survey, and teacher observation. Analysis of probable cause data revealed that students exhibited low-level reading ability, sometimes two or more grade levels below expectation. Faculty reported students also exhibited signs of low self-esteem. Reviews of curricula content and instructional strategies revealed a lack of transfer strategies and few connections being made across curricula, leaving students with a poor sense of purpose about their learning. Further investigation revealed a lack of consistency in classroom management techniques and a low frequency of lessons on team building or self-esteem. A review of solution strategies suggested by knowledgeable others combined with an analysis of the problem setting resulted in the selection of three major categories of intervention: (1) the implementation of integrated teaching strategies and lessons; (2) the use of consistent classroom management techniques in all rooms; and (3) the addition of more frequent cooperative learning and self-esteem lessons. Postintervention data indicate an increase in student self-esteem and student academic success. The postintervention data on student reading level, however, were inconclusive. Fourteen appendixes contain documents used in the study and survey instruments. (Contains 3 tables, 2 figured, and 40 references.) (Author/SLD)
Publication Type: Dissertations/Theses; Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Master's Action Research Project, Saint Xavier University and IRI/Skylight.