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Abstract
This study sought to test alternative performance-based instructional models of growth in students' academic achievement in the elementary school. Based upon constructs derived from a synthesis of prior experimental and descriptive studies, the models tested viewed growth in academic achievement as a function of exposure to academic subject matter, task quality, and student engagement Indices for these constructs were derived from repeated measures of classroom instruction and standardized achievement tests in Grades 2 and 3. Results indicated that the best fit was achieved by a structural model that included student engagement as a construct mediating the effects of instruction on academic achievement as compared to that obtained under alternative direct influence and nonmediated models. The implications of the current findings are discussed.
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Notes on contributors
Charles R. Greenwood
Dr. Charles Greenwood is the Director of the Juniper Gardens Children's Project in Kansas City, Kansas and Senior Scientist in the Schiefelbusch Institute for Life Span Studies at the University of Kansas. He is a graduate of the University of Utah.
Barbara Terry
Dr. Barbara Terry is a Family Liaison Coordinator in the Early Childhood Research Institute on Substance Abuse at the Juniper Gardens Children's Project in Kansas City, Kansas and Assistant Research Professor in the Schiefelbusch Institute for Life Span Studies at the University of Kansas. She is a graduate of the University of Kansas.
Janet Marquis
Dr. Janet Marquis is Director of the Research Design and Analysis Unit of the Schiefelbusch Institute for Life Span Studies at the University of Kansas. She is a graduate of the University of Kansas.
Dale Walker
Dr. Dale Walker is a Project Director at the Juniper Gardens Children's Project in Kansas City, Kansas and Assistant Research Professor in the Schiefelbusch Institute for Life Span Studies at the University of Kansas. She is a graduate of the University of Kansas.