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Bilingual, Multilingual, and Multicultural Education Commons

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Curriculum and Social Inquiry

Doctoral Dissertations and Projects

Motivation

Publication Year

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Full-Text Articles in Bilingual, Multilingual, and Multicultural Education

The Effect Of Two-Way Immersion On Students' Attitudes Toward Education, Other Cultures, And Self-Esteem, Jonathan Pedrone Mar 2018

The Effect Of Two-Way Immersion On Students' Attitudes Toward Education, Other Cultures, And Self-Esteem, Jonathan Pedrone

Doctoral Dissertations and Projects

This research compared students who participated in a two-way French/English immersion program to students who participated in an English-only program to determine whether there was a statistically significant difference in their perceptions of: (a) education, (b) attitudes towards other cultures, and (c) self-esteem. The purpose of this quantitative causal-comparative study was to identify the differences in attitudes toward education, other cultures, and self-esteem between students enrolled in a two-way French/English immersion program and those enrolled in a traditional English-only program to test the theory of linguistic interdependence. This study is important because English language learners are the fastest growing subpopulation …


The Effects Of Student Self-Assessment With Goal Setting On Fourth Grade Mathematics Students: Creating Self-Regulating Agents Of Learning, Laura Clift Nov 2015

The Effects Of Student Self-Assessment With Goal Setting On Fourth Grade Mathematics Students: Creating Self-Regulating Agents Of Learning, Laura Clift

Doctoral Dissertations and Projects

With the national trend toward student accountability as learners, few studies have identified effective instructional strategies that motivate elementary students in becoming agents of learning and the effect of these strategies on academic achievement. This quantitative study investigated the effect of student self-assessment with goal setting (SAGS), based on the work of Stiggins, Arter, Chappuis, and Chappuis (2006), on elementary school students’ academic achievement and motivation in mathematics. This study employed a quasi-experimental, pretest-posttest, nonequivalent control-group design. Participants were 130 students drawn from six intact classes of fourth graders from five elementary schools located in a large Archdiocese in the …