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首页> 外文学位 >The relationships of visual and performing arts enrollment of California Standards Test scores in English Language Arts.
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The relationships of visual and performing arts enrollment of California Standards Test scores in English Language Arts.

机译：视觉和表演艺术入学与英语语言艺术加州标准考试成绩的关系。

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摘要

THE PROBLEM. The purpose of this study was to investigate the relationship between the number and type of visual and performing arts (VAPA) courses a high school student took and California Standards Test (CST) English Language Arts (ELA) scores. The study also investigated the same relationship among subgroups' including special education (SpEd) students, English language learners (ELL), and socioeconomically disadvantaged (SED) students.;METHOD. A correlational study was conducted. CST ELA scores and VAPA course enrollment were collected for students enrolled in five San Diego Unified School District (SDUSD) high schools (Henry, Hoover, Mira Mesa, Morse, and Serra), Grades 8 through 11 from 2005 through 2009. The data provided student designations of SpEd, ELL, and SED, as well as English language proficiency status. VAPA courses included dance, music, theatre, and visual art. Permission to collect data was obtained from the Executive Director of the Resource and Evaluation Division for the SDUSD. A Pearson product-moment correlation was used to determine the extent to which the number of VAPA courses and CST ELA scores were related for all students and for students designated as SpEd, ELL, and SED by English language proficiency status.;RESULTS. The first hypothesis, which predicted a relationship between the number of VAPA courses high school students took and CST ELA scores, was not supported. The second hypothesis, which predicted a relationship between the number of VAPA courses SpEd students took and CST ELA scores, was not supported. The third hypothesis, which predicted a relationship between the number of VAPA courses SED students took and CST ELA scores, was not supported. The fourth hypothesis, which predicted a relationship between the number of VAPA courses ELL students took and CST ELA scores, was not supported. It was concluded that the number of VAPA courses in which high school students enrolled made no significant difference in their CST ELA scores.
机译：问题。这项研究的目的是调查高中学生参加的视觉和表演艺术（VAPA）课程的数量和类型与加利福尼亚标准考试（CST）英语语言艺术（ELA）分数之间的关系。该研究还调查了亚组之间的相同关系，包括特殊教育（SpEd）学生，英语学习者（ELL）和社会经济弱势（SED）学生。进行了相关研究。从2005年至2009年收集了8到11年级在圣地亚哥大学联合学区（SDUSD）的5所中学（Henry，Hoover，Mira Mesa，Morse和Serra）的5年级学生的CST ELA分数和VAPA课程入学信息。提供的数据SpEd，ELL和SED的学生指定以及英语熟练程度。 VAPA课程包括舞蹈，音乐，戏剧和视觉艺术。 SDUSD已获得资源和评估部执行主任的收集数据许可。皮尔逊积矩相关性用于确定VAPA课程数量和CST ELA分数与所有学生以及被英语熟练程度指定为SpEd，ELL和SED的学生相关的程度。不支持预测高中生参加的VAPA课程数量与CST ELA分数之间关系的第一个假设。第二种假设无法预测SpEd学生参加的VAPA课程数量与CST ELA分数之间的关系。不支持第三个假设，该假设预测SED学生参加的VAPA课程数量与CST ELA分数之间的关系。不支持第四个假设，该假设预测ELL学生参加的VAPA课程数量与CST ELA分数之间的关系。结论是，高中学生入学的VAPA课程数量对CST ELA得分没有显着影响。

著录项

  • 作者

    Childress-Evans, Karen.;

  • 作者单位

    Alliant International University, San Diego.;

  • 授予单位 Alliant International University, San Diego.;
  • 学科 Educational leadership.;Art education.;Performing arts education.;Language arts.
  • 学位 Ed.D.
  • 年度 2011
  • 页码 91 p.
  • 总页数 91
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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