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Comparing standardized test scores among arts-integrated and non-arts integrated schools in Central Mississippi.

机译：比较密西西比州中部艺术综合学校和非艺术综合学校的标准化考试成绩。

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The topic of arts integration creates continuing dialog among educators and arts advocates. This study examined the degree to which student achievement was affected when arts education is limited or eliminated from schools to meet the mandates of NCLB (2001) legislation. Standardized test scores from 12 schools in Central Mississippi were used to determine if statistically significant differences existed in achievement levels of students who participate in arts integration through a specific arts program called the Whole Schools Initiative (WSI) and students not participating in the program. The quantitative measure used in this study was the Mississippi Curriculum Test 2 (MCT 2). The criteria for schools selected for the study included six that participated in the Mississippi Arts Commission: Whole Schools Initiative and six, in the same school districts, that did not participate in WSI.;A discussion of the research presented in this study provided an overview of the history of arts integration in public schools and offered viewpoints on the topic of arts integration into the academic curricula from advocates and opponents. The theoretical framework focused on student cognition and the manner in which students construct knowledge through social learning environments. The goal of the research was to provide information educators may use when determining the extent to which arts integration is implemented in school districts.

机译：艺术融合的话题在教育者和艺术倡导者之间形成了持续的对话。这项研究调查了在限制或取消学校艺术教育以满足NCLB（2001）立法要求的情况下，对学生成绩的影响程度。使用来自密西西比州中部12所学校的标准化考试成绩来确定通过称为全校计划（WSI）的特定艺术计划参加艺术融合的学生和未参加该计划的学生的成就水平是否存在统计学上的显着差异。本研究中使用的定量方法是密西西比州课程测试2（MCT 2）。入选该研究的学校的标准包括参加密西西比州艺术委员会的六所学校：全校计划，以及未参加WSI的同一学区中的六所；对该研究的讨论提供了概述对公立学校艺术融合的历史进行了分析，并提出了倡导者和反对者关于将艺术融合到学术课程中的观点。该理论框架侧重于学生的认知以及学生通过社交学习环境建构知识的方式。该研究的目的是向教育工作者提供信息，以便他们确定在学区中实施艺术融合的程度。

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作者
Dean, Darlene.;
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University of Phoenix.;

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授予单位 University of Phoenix.;
学科 Education Tests and Measurements.;Education Elementary.;Education Evaluation.;Education Leadership.
学位 Ed.D.
年度 2014
页码 110 p.
总页数 110
原文格式 PDF
正文语种 eng
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机译：认知技能，测验分数和社会分层：标准化考试（AFQT）中家庭和学校资源对种族/种族差异的作用
2. Promising Findings on Preschoolers’ Emergent Literacy and School Readiness In Arts-integrated Early Childhood Settings [J] . Roger D. Phillips, Rebecca L. Gorton, Patricia Pinciotti, Early Childhood Education Journal . 2010,第2期

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4. Relation between aircraft noise reduction in schools and standardized test scores [C] . Mary Ellen Eagan, Grant Anderson, Bradley Nicholas, Congress of the International Commission on the Biological Effects of Noise . 2008

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6. The score of integrated disease surveillance and response adequacy (SIA): a pragmatic score for comparing weekly reported diseases based on a systematic review [O] . Bien-Aimé Makasa Mandja, Didier Bompangue, Pascal Handschumacher, 1944

机译：综合疾病监测和反应充分性（SIA）评分：务实的评分，用于基于系统评价比较每周报告的疾病
7. Decision-making is the process of analyzing information about a problem situation and comparing it to a specific conclusion in order to solve a specific problematic (Yıkılmaz, 2001; Miller and Byrnes, 2001). Decision-making styles are a mechanism that is influenced by the internal and external conditions that determine the direction of the decisions of the individual, the content of the decision-making process, and the outcome of the decision-making process (Payne, Bettman and Johson, 1993; Bavol’ár and Orosová, 2015). ACT is a contemporary member of the Cognitive Behavioral Therapy family. ACT (Acceptance and commitment therapy) has both similar and different directions with Behavioral Therapies and Cognitive Therapies (Herbet and Forman, 2011; Hayes, 2004). KKT responds to classical behavioral treatments using both existential and cognitive approaches in the analysis of behavior. KKT is a science wing that tries to solve human problems with a wider perspective aimed at solving problematic human behaviors (Plumb, Stewart, Dahl and Lundgren, 2009). It is seen that there is very little research about the new approach of ACT approach when the aiming country of our country is screened and it is thought that our country will contribute to the field of psychological counseling with the work done. In the scope of the research, experimental and control groups and preliminary test, post-test and follow-up measurements of 2x3 experimental design were used. The study's study group consists of a total of 24 (12 experimental and 12 control groups) university students studying in different departments and levels, continuing their education in the academic year of 2015-2016 in Ağrı province and İbrahim Chechen University in 2015-2016 academic year. The average age of participants in the experiment and control group is 20. There were 12 participants in the experimental group, 7 female and 5 male, and 12 participants, 7 female and 5 male in the control group. Personal Information Form and Decision Making Style Scale prepared by the researcher were used in the research. In order to decide on the tests to be used in the course of analyzing the data, the scores of the participant's Decision Styles Scale pre-test, which are placed primarily in the experimental and control groups, it was analyzed whether the basic expectations of parametric tests were answered. As a result of the analysis made, the scores, skewness and kurtosis coefficients obtained from the Decision Making Styles Scale were given to the experimental and control groups. It was determined that the distribution was normal in the result of Shapiro-Wilk test, in which the skewness and kurtosis coefficients of each sub-scale were ranked between -1 and +1. Participants in the experimental and control groups; homogeneity test results for decision-style pre-test measurements indicate that the data are homogeneous. According to the results of the Mauchly Globalness Test, it has been determined that working supports the hypothesis. It was determined that there was no significant difference between the pre-test scores obtained from dependent decision-making style of experiment and control groups, but the test group showed lower mean scores at the significant level within the scores of post-test and follow-up tests. Therefore, it can be said that the ACT-oriented psychoeducation program applied to the experimental group reduces the dependent decision-making style scores from the decision style sub-dimensions and the psychoeducation program has a lasting effect. It was determined that there was no significant difference between pre-test, post-test and follow-up scores obtained from the Spontaneous-Instant Decision Style of experiment and control groups. Thus, it can be said that this situation does not cause a significant difference in the Spontaneous-Decision-Making Style scores from the decision style sub-dimensions of the ACT-oriented psychoeducation program applied to the experimental group. The ACT -oriented psychoeducation program had a decline in the intuitive decision-making styles of the individuals, but this decrease did not create significant differences. Thus, it can be said that this situation does not make a meaningful difference in the intuitive decision style scores from the decision style sub-dimensions of the KKT oriented psychoeducation program applied to the experimental group. The pre-test scores obtained from the rational decision-making style of the experimental and control groups showed that there was a difference between the post-test and the follow-up scores, but this difference was not significant. As a result of the analysis, it was determined that the test group had higher levels of rational decision style than the pre - test scores in the post test and follow - up scores, whereas the post test and follow - up test scores in the control group rational decision style showed a decrease compared to the pre - test scores. the pre - test scores. Decision-making Styles Scale Avoidant Decision Making As a result of the analysis of the mean scores of the subscale scores of pre-test, post-test and follow-up measures, the group effect was found to be insignificant. It was determined that the experimental and control groups differed significantly from the pre-test scores obtained from the avoidant decision-making style but did not show any significant change within the scores of the post-test and follow-up tests. [O] . mustafa ercengiz, ali haydar şar 2018

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8. Precision Gains from Publically Available School Proficiency Measures Compared to Study-Collected Test Scores in Education Cluster-Randomized Trials [R] . Deke, J., Dragoset, L., Moore, R. 2010

机译：公共可用学校水平测量的精确收益与教育集群 - 随机试验中的学习收集测试成绩相比

Comparing standardized test scores among arts-integrated and non-arts integrated schools in Central Mississippi.

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