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A Case Study on How Meeting the Acad...

Burton, Lauren K. M.

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A Case Study on How Meeting the Academic Needs of Students Substantially below Grade Level in Mathematics Affects Their Self-efficacy Beliefs and Engagement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Case Study on How Meeting the Academic Needs of Students Substantially below Grade Level in Mathematics Affects Their Self-efficacy Beliefs and Engagement./
Author:	Burton, Lauren K. M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	289 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-04, Section: A.
Contained By:	Dissertations Abstracts International80-04A.
Subject:	Mathematics education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10973116
ISBN:	9780438500877

A Case Study on How Meeting the Academic Needs of Students Substantially below Grade Level in Mathematics Affects Their Self-efficacy Beliefs and Engagement.
Burton, Lauren K. M.

A Case Study on How Meeting the Academic Needs of Students Substantially below Grade Level in Mathematics Affects Their Self-efficacy Beliefs and Engagement. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 289 p.

Source: Dissertations Abstracts International, Volume: 80-04, Section: A.

Thesis (Ph.D.)--Utah State University, 2018.

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

This researcher examined an alternative classroom structure for ninth-grade students substantially below grade level (SBGL) in mathematics. This researcher considered whether targeting the academic and social needs of students SBGL in mathematics in a ninth-grade class would increase their self-efficacy and engagement with the mathematics by studying four teaching effects: teacher, teacher-curriculum, peer-curriculum, and peer. The researcher used interviews, observations, and surveys to collect qualitative and quantitative data. The case study (n = 19) employed a QUAL + quan convergent parallel mixed methods case study. Meta-inferences from the analyses of qualitative and quantitative data indicate that the structure of the observed class increased in positive behaviors associated with self-efficacy, cognitive engagement, and behavioral engagement. While the data show an increase in emotional and social engagement, the quantitative data did not show a statistical significance in their increase. These changes illustrated that these ninth-grade students recognized and willingly worked to close the gaps that they acknowledge they had in their mathematics understanding. Findings indicated that the convergent results of self-efficacy, cognitive engagement and behavioral engagement related to all four teaching effects. While qualitative data showed a strong positive change associated with the divergent results of social and emotional engagement, students self-reported little social and emotional peer influence in student interviews and student surveys.

ISBN: 9780438500877Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Below grade level

A Case Study on How Meeting the Academic Needs of Students Substantially below Grade Level in Mathematics Affects Their Self-efficacy Beliefs and Engagement.
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520 $a This researcher examined an alternative classroom structure for ninth-grade students substantially below grade level (SBGL) in mathematics. This researcher considered whether targeting the academic and social needs of students SBGL in mathematics in a ninth-grade class would increase their self-efficacy and engagement with the mathematics by studying four teaching effects: teacher, teacher-curriculum, peer-curriculum, and peer. The researcher used interviews, observations, and surveys to collect qualitative and quantitative data. The case study (n = 19) employed a QUAL + quan convergent parallel mixed methods case study. Meta-inferences from the analyses of qualitative and quantitative data indicate that the structure of the observed class increased in positive behaviors associated with self-efficacy, cognitive engagement, and behavioral engagement. While the data show an increase in emotional and social engagement, the quantitative data did not show a statistical significance in their increase. These changes illustrated that these ninth-grade students recognized and willingly worked to close the gaps that they acknowledge they had in their mathematics understanding. Findings indicated that the convergent results of self-efficacy, cognitive engagement and behavioral engagement related to all four teaching effects. While qualitative data showed a strong positive change associated with the divergent results of social and emotional engagement, students self-reported little social and emotional peer influence in student interviews and student surveys.
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