Date

Spring 2016

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

Many after school programs aim to have an effective instructional component with time for learning and practice. This ABAB study examined the effects of use of SAS Curriculum Pathways and traditional white board instruction for three students who attend an after school program and struggle in certain aspects of school. Grammar topics were taught throughout the study and students were assessed by a 10-question quiz. A functional relation was demonstrated and indicates that the use of SAS Curriculum Pathways might be beneficial for students to learn grammatical topics. Future research could include using the SAS Curriculum Pathways with other populations or other school subjects.

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