A Comparison Of The Effects Of Teaching A Twelfth Grade Government And Sociology Class In An Environment Saturated With Study Trips And Resourcespeakers With The Effects Of A Traditional Course In Government And Sociology When Both Are Offered In A Voluntary Summer School Program

• Main Author: Morrison, Edward Botton
• Format: Others
• Published: Scholarly Commons 1971
• Subjects: Curricula; Teaching; Education
• Online Access: https://scholarlycommons.pacific.edu/uop_etds/2917; https://scholarlycommons.pacific.edu/cgi/viewcontent.cgi?article=3916&context=uop_etds

The intent of the concentrated summer school program offered in Sacramento was to create a “saturated environment” in which the study of government would become participation in government in action rather than the study about government. The question posed was: Will instruction in government carried out in an environment saturated with study trips and resource speakers prove a more effective method for preparing twelfth grade students for citizenship than is instruction in a traditional government class? The experimental approach was approved by the school district and was scheduled for implementation during the summer session of 1969 at one high school in Sacramento with enrollment in the course open to any student in the district. This dissertation seeks to investigate the above question through the use of an experimental design to compare the experimental class, taught in a “saturated environment,” with a traditional class, both of which were offered during the same summer session in the same attendance areas with open enrollment.