東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Differentiated Instruction, Teacher ...

Albanese-Benevento, Katherine.

FindBook

Google Book

Amazon

博客來

Differentiated Instruction, Teacher Immediacy, and Students' Mathematic Success.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Differentiated Instruction, Teacher Immediacy, and Students' Mathematic Success./
作者:	Albanese-Benevento, Katherine.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	132 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.
Contained By:	Dissertation Abstracts International77-12A(E).
標題:	Educational psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10125745
ISBN:	9781339838076

Differentiated Instruction, Teacher Immediacy, and Students' Mathematic Success.
Albanese-Benevento, Katherine.

Differentiated Instruction, Teacher Immediacy, and Students' Mathematic Success. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 132 p.

Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.

Thesis (Ph.D.)--Walden University, 2016.

This study investigated the role of both arts-integrated instruction (art activities as part of math instruction) and teacher immediacy (teacher caring behaviors) levels on students' math achievement. Although students from low socio-economic culturally diverse school districts have shown improvement in academic test scores, their scores are still significantly lower than scores of students from other school districts. Research has shown that when there is an increase in teacher immediacy, students' academic success increases. Despite this known correlation, there is a lack of literature on the ways that arts integration, combined with teacher immediacy, can affect academic success. Constructivist theories, experiential learning building upon what the student knows and hands on activities, were the framework for this study. The sample population for this quantitative study was high school students from a low-socioeconomic, culturally diverse school district. Data from a student survey (n=119) were entered into a hierarchical multiple regression analysis to determine whether measures of teacher immediacy and arts integration predicted students' New Jersey Assessment of Skills and Knowledge standardized math scores. The results did not allow for rejection of the null hypotheses, contradicting past research for both the arts and teacher immediacy on academic success. Due to the limitations of this study, further research is needed to determine the relationship between arts-integrated lessons and teacher immediacy on students' success in culturally diverse low-socioeconomic school districts with low academic achievement.

ISBN: 9781339838076Subjects--Topical Terms:

517650
Educational psychology.

Differentiated Instruction, Teacher Immediacy, and Students' Mathematic Success.
LDR:02614nmm a2200313 4500 001 2158902
005 20180618095017.5
008 190424s2016 ||||||||||||||||| ||eng d
020 $a 9781339838076
035 $a (MiAaPQ)AAI10125745
035 $a (MiAaPQ)waldenu:17094
035 $a AAI10125745
040 $a MiAaPQ $c MiAaPQ
100 1 $a Albanese-Benevento, Katherine. $3 3346757
245 1 0 $a Differentiated Instruction, Teacher Immediacy, and Students' Mathematic Success.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 132 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.
500 $a Adviser: Marites Pinon.
502 $a Thesis (Ph.D.)--Walden University, 2016.
520 $a This study investigated the role of both arts-integrated instruction (art activities as part of math instruction) and teacher immediacy (teacher caring behaviors) levels on students' math achievement. Although students from low socio-economic culturally diverse school districts have shown improvement in academic test scores, their scores are still significantly lower than scores of students from other school districts. Research has shown that when there is an increase in teacher immediacy, students' academic success increases. Despite this known correlation, there is a lack of literature on the ways that arts integration, combined with teacher immediacy, can affect academic success. Constructivist theories, experiential learning building upon what the student knows and hands on activities, were the framework for this study. The sample population for this quantitative study was high school students from a low-socioeconomic, culturally diverse school district. Data from a student survey (n=119) were entered into a hierarchical multiple regression analysis to determine whether measures of teacher immediacy and arts integration predicted students' New Jersey Assessment of Skills and Knowledge standardized math scores. The results did not allow for rejection of the null hypotheses, contradicting past research for both the arts and teacher immediacy on academic success. Due to the limitations of this study, further research is needed to determine the relationship between arts-integrated lessons and teacher immediacy on students' success in culturally diverse low-socioeconomic school districts with low academic achievement.
590 $a School code: 0543.
650 4 $a Educational psychology. $3 517650
650 4 $a Mathematics education. $3 641129
650 4 $a Curriculum development. $3 684418
690 $a 0525
690 $a 0280
690 $a 0727
710 2 $a Walden University. $b Psychology. $3 1020184
773 0 $t Dissertation Abstracts International $g 77-12A(E).
790 $a 0543
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10125745