The blending of affective domain standards and cognitive domain standards of mathematics with fifth grade at‐risk students
Access Status
Open access
Authors
Dean, Alma Jean
Date
2013Supervisor
Prof. Barry Fraser
Prof. David Treagust
Type
Thesis
Award
PhD
Metadata
Show full item recordSchool
Science and Mathematics Education Centre
Collection
Abstract
Prompted by a call for school counselors to become proactive catalysts in the evolution of student achievement, this case study, using largely qualitative data with at-risk fifth grade students, examined the outcomes of blending affective standards with academic standards in mathematics to engender cognitive change. All nine students’ final mathematics grades improved from failing to an average grade of C or better and affective outcomes such as self-reflections and life management skills indicated positive gains.
Related items
Showing items related by title, author, creator and subject.
-
Incantalupo, Lisa P. (2011)For more than twenty years, considerable amounts of research have been conducted on the integration of technology into the classroom-learning environment and the effect of technology on student achievement. In an attempt ...
-
Cohn, Stephen Thomas (2011)Most past research on the effectiveness of Student Response Systems (SRS) has focused on higher levels of education and neglected consideration of the learning environment. Therefore, this study is unique in its focus on ...
-
Rosales, Ava Dawn Innerarity (2009)The National Science Board has declared that the production of citizens literate in science, technology, engineering and mathematics (STEM) is at an all time low in the United States. Schools are not sufficiently preparing ...