Cognitive and Affective Outcomes in a Multi-age Language Arts Program. Mackey, B. & Others, A. Journal of Research in Childhood Education, 10(1):49–61, 1995. ![Cognitive and Affective Outcomes in a Multi-age Language Arts Program [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper doi abstract bibtex The M.A.G.I.C (Multi-Age Groupings Interweaving the Curriculum) program replaced the traditional primary graded classrooms with multi-age groupings of students for language arts instruction. Interrelated with this restructuring of the instructional program was the implementation of an experiential and literature-based language arts curriculum. The program focused on both the cognitive need to increase the language arts ability of students and the affective need to increase student self-esteem and attitudes toward school. A holistic scoring rubric (writing assessment) and a performance-based test (reading assessment) measured the cognitive need. A teacher-developed affective instrument measured the affective need. For each of the three assessment criteria, findings indicated that students in the M.A.G.I.C. program had significantly higher increases in pre-test/post-test scores than did students who were taught in a traditional graded structure that emphasized a basal-reader approach in the language arts curriculum The older children and bilingual students seemed to benefit most from the interventions. However, because there were differences in the experimental and control group in initial performance on the academic measures, an alternative hypothesis of the effects being due to the regression phenomena cannot be ruled out.
@article{mackey_cognitive_1995,
title = {Cognitive and {Affective} {Outcomes} in a {Multi}-age {Language} {Arts} {Program}},
volume = {10},
issn = {0256-8543, 2150-2641},
url = {https://sci-hub.st/10.1080/02568549509594687},
doi = {https://doi.org/10.1080/02568549509594687},
abstract = {The M.A.G.I.C (Multi-Age Groupings Interweaving the Curriculum) program replaced the traditional primary graded classrooms with multi-age groupings of students for language arts instruction. Interrelated with this restructuring of the instructional program was the implementation of an experiential and literature-based language arts curriculum. The program focused on both the cognitive need to increase the language arts ability of students and the affective need to increase student self-esteem and attitudes toward school. A holistic scoring rubric (writing assessment) and a performance-based test (reading assessment) measured the cognitive need. A teacher-developed affective instrument measured the affective need. For each of the three assessment criteria, findings indicated that students in the M.A.G.I.C. program had significantly higher increases in pre-test/post-test scores than did students who were taught in a traditional graded structure that emphasized a basal-reader approach in the language arts curriculum The older children and bilingual students seemed to benefit most from the interventions. However, because there were differences in the experimental and control group in initial performance on the academic measures, an alternative hypothesis of the effects being due to the regression phenomena cannot be ruled out.},
language = {eng},
number = {1},
journal = {Journal of Research in Childhood Education},
author = {Mackey, Bonnie and Others, And},
year = {1995},
keywords = {Age Differences, Basal Reading, Bilingual Students, Childrens Literature, Language Arts, Mixed Age Grouping, Outcomes of Education, Primary Education, Reading Achievement, Self Esteem, Student Attitudes, Student Improvement, Writing Achievement},
pages = {49--61}
}
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