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dc.contributor.authorMcCombie, Sally M
dc.date.accessioned2019-10-24T04:46:47Z
dc.date.available2019-10-24T04:46:47Z
dc.date.created2017-01-05 01:09
dc.date.issued2005-07-18
dc.identifieroai:d-scholarship.pitt.edu:8264
dc.identifierhttp://d-scholarship.pitt.edu/8264/1/mccombie5112005.pdf
dc.identifierMcCombie, Sally M (2005) AN ASSESSMENT OF LEARNER KNOWLEDGE OF CHILD DEVELOPMENT CONCEPTS CONTAINED IN THE PENNSYLVANIA ACADEMIC STANDARDS FOR FAMILY AND CONSUMER SCIENCES AS A RESULT OF PARTICIPATION IN A HIGH SCHOOL CHILD DEVELOPMENT COURSE. Doctoral Dissertation, University of Pittsburgh.
dc.identifier.urihttp://hdl.handle.net/20.500.12424/853955
dc.description.abstractThe purpose of this study was to investigate high school student achievement in child development concepts that are reflected in the Pennsylvania Family and Consumer Sciences Child Development Standards. A secondary goal of this research was to compare student achievement in child development concepts in child development courses that include a laboratory as an integral part of the course with achievement in child development courses that do not include a laboratory component. The design was a pretest-posttest experiment using an instrument which was developed for this study. The treatment was exposure to a high school semester-long family and consumer sciences course in child development. The subjects were 431 students from nine high schools in Pennsylvania. The experimental group consisted of two subgroups; one of the subgroups consisted of high school students enrolled in a semester-long child development course that was didactic in nature, without a child development laboratory experience. The second subgroup consisted of high school students enrolled in a semester-long child development course that was a combination of didactic instruction and experience in a child development laboratory. Students who were never enrolled in a child development course participated in the control group. The findings from this study offer evidence that participation in a high school semester-long child development course has a positive effect on students' knowledge of child development concepts. After the experimental group participated in a child development course, they differed significantly in their knowledge compared to the comparison group who did not participate in a child development course. A high school child development semester course, as evaluated in this study, does appear to have a significant impact on students' knowledge of child development concepts. Students who took a child development course showed significant improvement on posttests compared to pretest scores. Child development students who participated in a laboratory experience showed a significantly greater improvement on tests scores over child development students who took a didactic-style child development course with no laboratory experience.
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dc.relation.ispartofhttp://d-scholarship.pitt.edu/8264/
dc.titleAN ASSESSMENT OF LEARNER KNOWLEDGE OF CHILD DEVELOPMENT CONCEPTS CONTAINED IN THE PENNSYLVANIA ACADEMIC STANDARDS FOR FAMILY AND CONSUMER SCIENCES AS A RESULT OF PARTICIPATION IN A HIGH SCHOOL CHILD DEVELOPMENT COURSE
dc.typeUniversity of Pittsburgh ETD
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ge.identifier.legacyglobethics:10451899
ge.identifier.permalinkhttps://www.globethics.net/gel/10451899
ge.lastmodificationdate2017-01-05 01:09
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ge.oai.exportid148934
ge.oai.repositoryid4178
ge.oai.setnameStatus = Unpublished
ge.oai.setnameType = University of Pittsburgh ETD
ge.oai.setnameDivision = School of Education: Psychology in Education
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ge.linkhttp://d-scholarship.pitt.edu/8264/1/mccombie5112005.pdf


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