Middle School Parents' Beliefs Regarding Learning Management System Use in Mathematics

Autor/in	Bradley, Vaughn M.
Institution	International Society for Technology, Education and Science (ISTES) Organization
Titel	Middle School Parents' Beliefs Regarding Learning Management System Use in Mathematics
Quelle	(2020), (223 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-952092-06-0
Schlagwörter	Middle School Students; Parents; Parent Attitudes; Integrated Learning Systems; Beliefs; Parent Participation; Parent Role; Social Theories; Epistemology; Student Motivation; Grade 6; Grade 7; Grade 8; Reflection; Personal Autonomy; Mathematics Achievement; Social Change; Parent Child Relationship; Self Efficacy; Outcomes of Education; Educational Technology; Middle School Mathematics + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Eltern; Elternverhalten; Belief; Glaube; Elternmitwirkung; Parental role; Elternrolle; Gesellschaftstheorie; Erkenntnistheorie; Schulische Motivation; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Individuelle Autonomie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sozialer Wandel; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Self-efficacy; Selbstwirksamkeit; Lernleistung; Schulerfolg; Unterrichtsmedien
Abstract	Middle school is a critical time in students' learning of mathematics, something a Learning Management System (LMS) is designed to help parents support. What remains unknown is how parents use an LMS to monitor their children's progress in mathematics. This qualitative case study explored how parents from one midAtlantic middle school with 543 students used an LMS, EdLine, to support their children's autonomous achievement in mathematics. Expectancy-value theory and social cognitive theory made up the conceptual framework used to evaluate study findings. A criterion-based process was used to select nine middle school parents from grades 6, 7, and 8 as participants. Data sources included structured interviews and follow-up questions, EdLine spreadsheets, and parent reflective journals. Data were analyzed through a priori codes based on the literature review. Themes that emerged from the analysis included reoccurring learner autonomy and parents benefiting from their ability to use EdLine to monitor grades, check progress, and provide strategies to support mathematical achievement. Parents indicated they could encourage their children, teach them, and expect them to use EdLine to monitor and manage their grades and achievement in mathematics. This research contributes to positive social change by explaining how administrators can help middle school parents use an LMS to become engaged with their children's mathematics studies and set expectations for their mathematics task completion and achievement. [This book was edited by Ismail Sahin and Richard Thripp.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01