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Autor/inMetro-Craig, Katherine S.
TitelA Case Study Exploring At-Risk High School Students' Perceptions of Interactive Feedback and Supports in Online Algebra I Credit Recovery
Quelle(2018), (180 Seiten)
PDF als Volltext Verfügbarkeit 
Ed.D. Dissertation, Northcentral University
Spracheenglisch
Dokumenttypgedruckt; online; Monographie
ISBN978-0-4380-1012-3
SchlagwörterHochschulschrift; Dissertation; At Risk Students; High School Students; Student Attitudes; Feedback (Response); Electronic Learning; Algebra; Repetition; Required Courses; Interaction; Online Courses; Credits; Mathematics Instruction; Secondary School Mathematics
AbstractAlgebra has often been called a "gateway" course because student performance in Algebra has often been an indicator of performance in future math courses of graduation rates. High school stake-holders have placed high priority on improving the passing rates in Algebra I and have attempted solutions such as introduction of algebraic concepts earlier or offering a double period of support. Unfortunately, failure rates have remained high, especially with at-risk students. High school administrators have turned to online credit recovery as the solution for students to remain on track to graduate. The problem is achievement in online algebra credit recovery courses because it is dependent on a variety of factors, but research investigating the characteristics at-risk students bring and what is needed to support their success is necessary to make suggestions for improving the help and support available to at-risk students enrolled in online Algebra I credit recovery. The purpose of this qualitative descriptive case study was to (1) describe characteristics at-risk students bring to online Algebra I credit recovery courses, and (2) to explore these students' perceptions of if and how the course meets their learning needs. Eight at-risk high school students who were enrolled in an online Algebra I course as their credit recovery option participated in the study. Data were collected using student interviews before and after the course and using data collected during interactive observation time with students working in their online course. Data from student interview responses and research observed interactions were analyzed to discover emerging themes. Results indicated that although students felt they were independent and prepared for an online Algebra credit recovery course, having course supports, opportunities to receive feedback and a teacher for both social emotional and academic support throughout the entire course was perceived to have a significant impact on their performance. Recommendations include providing adult interactive supports and adult mentoring for at-risk students especially for those students enrolled in credit recovery for the first time. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
AnmerkungenProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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