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THE RELATIONSHIP BETWEEN THINKING MAPS® AND FLORIDA COMPREHENSIVE ASSESSMENT TESTÂÂ&
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| Title | THE RELATIONSHIP BETWEEN THINKING MAPS® AND FLORIDA COMPREHENSIVE ASSESSMENT TESTÂÂ& |
| Author | Diaz, Anna
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| Keywords | Thinking Maps®
Florida Comprehensive Assessment Test®. FCAT
Reading
Mathematics
Middle School
Ausubel
Subsumption Theory
Advance Organizers
Graphic Organizers
Concept Maps
Urban Education
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| Abstract | The purpose of this study was to determine what difference, if any, exists between the implementation and use of Thinking Maps® and students academic achievement in Reading and Mathematics as measured over time by the Florida Comprehensive Assessment Test® (FCAT). Thinking Maps® is a registered trademark of Thinking Maps, Inc. The data were examined after three years of Thinking Maps® implementation and instruction. The design of this study was quantitative, with a nonrandomized control group, pretest-posttest design (Ary, Jacobs, & Razavieh, 2002) that examined the effects on student Reading and Mathematics FCAT scores in one middle school that implemented Thinking Maps® throughout all grade levels and core subjects for three years as compared to student Reading and Mathematics FCAT scores in a second middle school that did not implement the Thinking Maps® program throughout all grade levels and core subjects for three years. MANOVA and Chi-square tests were used to examine student FCAT scores. This study focused on one major question: Do students who have been instructed in the use of Thinking Maps® have higher academic achievement as measured by the Florida Comprehensive Assessment Test® (FCAT) than those that have not been instructed in the use of Thinking Maps®? Results of this study indicated that students who have been instructed in the use of Thinking Maps® do not have higher academic achievement as measured by the Florida Comprehensive Assessment Test® (FCAT) than those who have not been instructed in the use of Thinking Maps®. The researcher concluded that other methods of evaluating the implementation of Thinking Maps® and student achievement should be explored. |
| Adviser | Martin, Suzanne
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| Publisher | University of Central Florida |
| Degree | Ed.D.
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| Degree Discipline | Department of Child, Family and Community Sciences
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| Degree Grantor | Education
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| Degree Program | Education EdD
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| Graduation Date | 2010-01-01 |
| Type | Doctoral dissertation
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| Access Level | Public - Allow Worldwide Access
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| Release Date | 2010-08-18 |
| Repository | University Archives
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| Repository Collection | Electronic Theses and Dissertations
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| Identifier | CFE0003319 |
| Access Link | http://purl.fcla.edu/fcla/etd/CFE0003319 |
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