Teaching Strategies and Gender Based Learning Environments: How They Relate to Self-Efficacy, Participatory Behaviors, and Academic Achievement

Autor/in	Allen, Debra
Titel	Teaching Strategies and Gender Based Learning Environments: How They Relate to Self-Efficacy, Participatory Behaviors, and Academic Achievement
Quelle	(2013), (159 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northern Kentucky University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3031-3658-0
Schlagwörter	Hochschulschrift; Dissertation; Mixed Methods Research; Participatory Research; Action Research; Teaching Methods; Single Sex Classes; Females; Grade 6; Preadolescents; Mathematics Instruction; Self Efficacy; Student Participation; Student Behavior; Academic Achievement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Forschungstätigkeit; Projektforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Weibliches Geschlecht; School year 06; 6. Schuljahr; Schuljahr 06; Pre-adolescence; Präadoleszenz; Mathematics lessons; Mathematikunterricht; Self-efficacy; Selbstwirksamkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Student behaviour; Schülerverhalten; Schulleistung
Abstract	This mixed method participatory action research study investigated the relationships of effective teaching strategies and gender based learning environments to pre-adolescent females' self-efficacy of mathematical ability, classroom participatory behaviors, and academic achievement in the area of mathematics. Research-based teaching strategies were used with sixth grade girls who learned mathematics in a non-accelerated single gender environment (n = 28) and sixth grade girls who learned mathematics in a non-accelerated mixed gender environment (n = 12). Female students in both types of learning environments experienced increases in self-efficacy of mathematical ability, in levels of participatory behaviors, and in academic performance. Although the self-efficacy of mathematical ability of girls in both types of learning environments increased, girls in the mixed gender classroom environment experienced higher growth of self-efficacy than girls in the single gender classroom environment. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01