{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/29795"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/29795","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"The Effect of Thinking Maps® Instruction on the Achievement of Fourth-Grade Students","abstract":"This quasi-experimental study investigated the effects of the Thinking Maps® program, a series of graphic organizers, on the achievement of fourth-grade students as measured by a standardized test. The researcher used a nonequivalent pretest-post test control group design to compare student achievement between fourth-grade students in two elementary schools within a school division. A total of 78 students participated in the study; 41 in two classes in the treatment group and 37 in the two classes in the control group. The treatment group received instruction in the Thinking Maps® program for seven months.The instrument used to measure the dependent variables (reading, mathematics, and language) was the Stanford Achievement Test (Ninth Edition). Three four-way ANOVAs, with treatment and control, race, gender, and previous achievement level as independent variables were used to compare the students' scaled scores on the post test. Interviews were conducted with the four teachers to collect data on the treatment and control conditions.The statistical analyses performed on the post test-scaled scores of the fourth-grade students in the study indicated that there was no significant difference between the treatment and control on any of the variables included in this study. While the quantitative analyses could not validate the owner's of Thinking Maps® program claims of improving student achievement as measured by standardized tests, the researcher provides some insight into teachers' and students' reactions to using these graphic organizers as tools for improving classroom instruction.","abstract_html":"This quasi-experimental study investigated the effects of the Thinking Maps® program, a series of graphic organizers, on the achievement of fourth-grade students as measured by a standardized test. The researcher used a nonequivalent pretest-post test control group design to compare student achievement between fourth-grade students in two elementary schools within a school division. A total of 78 students participated in the study; 41 in two classes in the treatment group and 37 in the two classes in the control group. The treatment group received instruction in the Thinking Maps® program for seven months.The instrument used to measure the dependent variables (reading, mathematics, and language) was the Stanford Achievement Test (Ninth Edition). Three four-way ANOVAs, with treatment and control, race, gender, and previous achievement level as independent variables were used to compare the students' scaled scores on the post test. Interviews were conducted with the four teachers to collect data on the treatment and control conditions.The statistical analyses performed on the post test-scaled scores of the fourth-grade students in the study indicated that there was no significant difference between the treatment and control on any of the variables included in this study. While the quantitative analyses could not validate the owner's of Thinking Maps® program claims of improving student achievement as measured by standardized tests, the researcher provides some insight into teachers' and students' reactions to using these graphic organizers as tools for improving classroom instruction.","abstract_has_math":false,"creators":["Leary, Samuel Ferebee Jr."],"institution":"Virginia Tech","degree_name":"Doctor of Education","degree_level":"doctoral","degree_discipline":"Educational Leadership and Policy Studies","degree_department":"Educational Leadership and Policy Studies","school":null,"contributors":[],"advisors":[],"committee_chairs":["Dawson, Christina M.","Richards, Robert R."],"committee_members":["Parks, David J.","Mutter, Davida W.","Niles, Jerome A."],"year":1999,"date_issued":"1999-11-16","date_published":"1999-11-16","updated_at":"2026-07-22T22:18:44Z","subjects":["elementary","achievement","graphic organizers","Thinking Maps®"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-112999-142300"],"render_values":[{"text":"etd-112999-142300","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/29795","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Dawson, Christina M.","Richards, Robert R."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Parks, David J.","Mutter, Davida W.","Niles, Jerome A."]},{"key":"dc:contributor.department","label":"Department","values":["Educational Leadership and Policy Studies"]},{"key":"dc:creator","label":"Author","values":["Leary, Samuel Ferebee Jr."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-03-14T20:19:22Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-03-14T20:19:22Z","2000-07-11"]},{"key":"dc:date.issued","label":"Date","values":["1999-11-16"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["elementary","achievement","graphic organizers","Thinking Maps®"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-112999-142300"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/29795"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This quasi-experimental study investigated the effects of the Thinking Maps® program, a series of graphic organizers, on the achievement of fourth-grade students as measured by a standardized test. 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Interviews were conducted with the four teachers to collect data on the treatment and control conditions.The statistical analyses performed on the post test-scaled scores of the fourth-grade students in the study indicated that there was no significant difference between the treatment and control on any of the variables included in this study. While the quantitative analyses could not validate the owner's of Thinking Maps® program claims of improving student achievement as measured by standardized tests, the researcher provides some insight into teachers' and students' reactions to using these graphic organizers as tools for improving classroom instruction."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ed. 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