The Efficacy of a Digital Mathematics Intervention for English Language Learners in U.S. High Schools: An Analysis Using Sen's Capabilities Approach

Literaturnachweis - Detailanzeige

Trefferliste

Autor/in	Freeman, Barbara
Titel	The Efficacy of a Digital Mathematics Intervention for English Language Learners in U.S. High Schools: An Analysis Using Sen's Capabilities Approach
Quelle	(2010), (267 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Fielding Graduate University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1242-9355-4
Schlagwörter	Hochschulschrift; Dissertation; Student Attitudes; Second Language Learning; Intervention; Self Efficacy; Achievement Gains; Path Analysis; Qualitative Research; Science Course Improvement Projects; Academic Ability; Mathematical Aptitude; English (Second Language); Mathematics Skills; Participant Satisfaction; Hispanic American Students; Mathematics Education; Grade 10; Grade 9; Predictor Variables; Program Effectiveness; Educational Improvement; Educational Strategies; Change Strategies; Educational Change; Colorado; United States + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schülerverhalten; Zweitsprachenerwerb; Self-efficacy; Selbstwirksamkeit; Achievement gain; Leistungssteigerung; Pfadanalyse; Qualitative Forschung; English as second language; English; Second Language; Englisch als Zweitsprache; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Mathematische Bildung; School year 09; 9. Schuljahr; Schuljahr 09; Prädiktor; Teaching improvement; Unterrichtsentwicklung; Lehrstrategie; Lösungsstrategie; Bildungsreform; USA
Abstract	English language learners (ELLs) often find themselves marginalized with respect to learning mathematics in U.S. schools due, in part, to language barriers and gaps in prerequisite math knowledge and skills. The goal of this study was to use Sen's (1980, 1992, 1999) capabilities approach model as a lens through which to analyze the relationship between expanding Hispanic ELL high school students' math ability (what they can achieve through HELP Math, a digital intervention with embedded instructional supports) and students' perceptions of their future possibilities (what they believe they can choose to do and be as a result of improved numeracy). The hypothesis was that this relationship was mediated through students' capabilities set, comprised of math ability and perceived math self-efficacy. A path analysis, with qualitative data nested into the design, was used to analyze the conceptualized relationships. The study was conducted with 50 ninth-and-10th-grade Hispanic students in a Colorado high school, over 6 months. The results demonstrated that HELP Math significantly increased students' capabilities set, and that as students' math ability improved, steep growth in self-efficacy occurred. Seventy-one percent of the total variance for students' perceptions of their future possibilities was explained by the model, with the effect intensified when the variables were combined. Students with the lowest initial math capabilities spent more time using the intervention and showed larger achievement gains than other participants, suggesting an intertwined effect between using a technology-driven intervention, empowerment, math ability, and self-efficacy, as well as showing the potential of digital curricula to empower students to take control of their own learning. The data implied that by embedding targeted scaffolds directly into the digital content, the intervention improved students' capacity to convert resources into capability; however, the variables had a more limited impact on broadening students' perceptions about their ability (personal agency) to influence their future well-being. This study contributes to the literature concerned with operationalizing Sen's capabilities approach, and provides recommendations concerning the importance of the mediating processes and the necessity to match interventions to students' diverse and specific needs, if genuine equality of opportunity (capabilities) can ever be achieved (Sen, 1992). [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).
Anmerkungen	ProQuest 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 von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10