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

Peer Tutoring in Middle School: How ...

Wright, Lois A.

FindBook

Google Book

Amazon

博客來

Peer Tutoring in Middle School: How It Changes Student Achievement and Attitudes.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Peer Tutoring in Middle School: How It Changes Student Achievement and Attitudes./
作者:	Wright, Lois A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	179 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
Contained By:	Dissertations Abstracts International82-01A.
標題:	Mathematics education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27997514
ISBN:	9798641227481

Peer Tutoring in Middle School: How It Changes Student Achievement and Attitudes.
Wright, Lois A.

Peer Tutoring in Middle School: How It Changes Student Achievement and Attitudes. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 179 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: A.

Thesis (Ed.D.)--Concordia University (Oregon), 2020.

This item must not be sold to any third party vendors.

Research literature shows that mathematics is a gatekeeper to success. Providing alternative opportunities for students to strengthen mathematical reasoning over algorithmic computations while problem-solving in a collaborative environment helps to prepare students to compete locally and globally. The purpose of this qualitative case study was to investigate how an afterschool Peer Tutoring Club (PTC) affected academic performances and attitudes of Grade 6, at-risk or "at-promise," (Samuels, 2020), middle school mathematics students. The gap found in literature revealed a need for additional research involving rigorous multistep problem-solving within peer tutoring programs. This study collected data from 46, 1-hour, afterschool peer tutoring sessions between December 2017 and May 2018. Six PTC tutees were selected as participants. The participants received cross-age and same age peer tutoring while utilizing a district aligned curriculum that consisted of multistep problem-solving. This dissertation addressed the gap found in literature by collecting qualitative and quantitative data from four instruments: (a) district's math pre/posttest, (b) Attitudes Toward Math Inventory (ATMI), (c) participants' work, and (d) participants' exit interviews. Descriptive statistics were used to analyze both qualitative and quantitative data. The data was triangulated to answer the two research questions. The findings from the PTC study supported theory and empirical study evidence that peer tutoring improved academic achievement and attitudes toward math.

ISBN: 9798641227481Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

At-risk students

Peer Tutoring in Middle School: How It Changes Student Achievement and Attitudes.
LDR:02788nmm a2200385 4500 001 2278063
005 20210611082014.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798641227481
035 $a (MiAaPQ)AAI27997514
035 $a AAI27997514
040 $a MiAaPQ $c MiAaPQ
100 1 $a Wright, Lois A. $3 3556426
245 1 0 $a Peer Tutoring in Middle School: How It Changes Student Achievement and Attitudes.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 179 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
500 $a Advisor: Skelton, Jillian.
502 $a Thesis (Ed.D.)--Concordia University (Oregon), 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Research literature shows that mathematics is a gatekeeper to success. Providing alternative opportunities for students to strengthen mathematical reasoning over algorithmic computations while problem-solving in a collaborative environment helps to prepare students to compete locally and globally. The purpose of this qualitative case study was to investigate how an afterschool Peer Tutoring Club (PTC) affected academic performances and attitudes of Grade 6, at-risk or "at-promise," (Samuels, 2020), middle school mathematics students. The gap found in literature revealed a need for additional research involving rigorous multistep problem-solving within peer tutoring programs. This study collected data from 46, 1-hour, afterschool peer tutoring sessions between December 2017 and May 2018. Six PTC tutees were selected as participants. The participants received cross-age and same age peer tutoring while utilizing a district aligned curriculum that consisted of multistep problem-solving. This dissertation addressed the gap found in literature by collecting qualitative and quantitative data from four instruments: (a) district's math pre/posttest, (b) Attitudes Toward Math Inventory (ATMI), (c) participants' work, and (d) participants' exit interviews. Descriptive statistics were used to analyze both qualitative and quantitative data. The data was triangulated to answer the two research questions. The findings from the PTC study supported theory and empirical study evidence that peer tutoring improved academic achievement and attitudes toward math.
590 $a School code: 1845.
650 4 $a Mathematics education. $3 641129
650 4 $a Secondary education. $3 2122779
650 4 $a Educational sociology. $3 519608
653 $a At-risk students
653 $a Inclusive education
653 $a Metacognition
653 $a Middle school math
653 $a Peer tutoring
653 $a Zone of proximal development
690 $a 0533
690 $a 0280
690 $a 0340
710 2 $a Concordia University (Oregon). $b Education. $3 3341895
773 0 $t Dissertations Abstracts International $g 82-01A.
790 $a 1845
791 $a Ed.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27997514