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Self- And Socially-Regulated Learning In Middle School Science Classrooms: A Multiple Case Study, Lauren Cabrera
Self- And Socially-Regulated Learning In Middle School Science Classrooms: A Multiple Case Study, Lauren Cabrera
Theses and Dissertations
Students must employ self-regulated learning (SRL) and socially-regulated learning (soRL) in the science classroom, which includes a wide array of independent and collaborative learning activities. However, little is known about how student SRL and soRL co-occur in students’ learning and how the classroom teacher influences that regulation in situ (Cabrera et al., in preparation; Panadero et al., 2015). This explanatory, sequential case study analyzes classroom video data from six middle school science classrooms. The study uses an integrated coding scheme that captures SRL and soRL behaviors, soRL modes, and targets of regulation (Greene & Azevedo, 2009; Hadwin et al., 2018; …
The Effects Of Teaching Middle School Students Math Using The Gifted Supplementary Curriculum “Mawhiba” On Students’ Academic Achievement And Attitude Toward Math In Public Schools In Saudi Arabia, Ahmed M. Alreshidi
Theses and Dissertations
The purpose of this study was to investigate whether the use of a supplementary math curriculum, “Mawhiba,” that was designed for gifted students, would be appropriate for regular students in a mixed-abilities classroom. The researcher investigated the effects of implementing the Mawhiba enriched supplementary math curriculum on students’ achievements in mathematics and on students’ attitudes toward mathematics in Hail State, Saudi Arabia. The research design was an experimental randomized subject pretest, post-test, control group design. Two schools were chosen (a female middle school and a male middle school). The sample consisted of 121 students (60 males and 61 females). The …
Effectiveness Of 1:1 Technology In The Science Classroom, Courtney Tara Weiss
Effectiveness Of 1:1 Technology In The Science Classroom, Courtney Tara Weiss
Theses and Dissertations
The purposes of this study were: (a) to determine if using e-text technology in a middle school resource science classroom increases student academic performance, (b) to determine if using e-text technology in a middle school science resource classroom increases student engagement/on-task behavior, and (c) to evaluate student comfort and satisfaction in using an electronic textbook or print textbook in a middle school resource science classroom. Ten middle school students, four in grade 7 and six in grade 8 participated in the study using the Discovery Education Science Techbook and the AGS General Science series. A single subject design with ABABA …