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Book Achievement Goal Orientation of Community College Mathematics Students and the Misalignment of Instructors  Perceptions

Download or read book Achievement Goal Orientation of Community College Mathematics Students and the Misalignment of Instructors Perceptions written by Vilma Mesa and published by . This book was released on 2011 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study reports findings regarding the application of a survey of achievement goal orientations to a sample of mathematics 777 students enrolled in remedial and college mathematics courses at a community college. The survey was based on the Patterns of Adaptive Learning Scales [PALS] and it included questions from the Views About Mathematics Survey [VAMS]. Interviews with faculty teaching these students gave us their perceptions of how their students would score in the scales measured with the survey. Survey results indicate that students' achievement goal orientations are consistent with adaptive learning patterns: students are interested in developing competence, expect and believe they can handle challenging work, avoid self-handicapping behaviors, and exhibit a positive mathematics self-concept. Interviews reveal that instructors perceive that their students are more concerned with external judgments regarding their ability and less interested in developing competence, that they engage in self-handicapping behaviors, have a poor sense of their own capacity to do the work, routinely press for reducing challenge in the classroom, and have a low mathematics self-concept. In addition, students in remedial classes and their instructors hold more positive perceptions than students and instructors of college classes. These discrepancies suggest that instructors might benefit from learning the goal orientations that community college mathematics students have, so they can take advantage of the high confidence and motivation to learn that their students bring to the mathematics classroom. Appended are: Survey Items and Scales. (Contains 11 tables, 1 figure, and 5 footnotes.).

Book Handbook of International Research in Mathematics Education

Download or read book Handbook of International Research in Mathematics Education written by Lyn D. English and published by Routledge. This book was released on 2015-07-30 with total page 739 pages. Available in PDF, EPUB and Kindle. Book excerpt: This third edition of the Handbook of International Research in Mathematics Education provides a comprehensive overview of the most recent theoretical and practical developments in the field of mathematics education. Authored by an array of internationally recognized scholars and edited by Lyn English and David Kirshner, this collection brings together overviews and advances in mathematics education research spanning established and emerging topics, diverse workplace and school environments, and globally representative research priorities. New perspectives are presented on a range of critical topics including embodied learning, the theory-practice divide, new developments in the early years, educating future mathematics education professors, problem solving in a 21st century curriculum, culture and mathematics learning, complex systems, critical analysis of design-based research, multimodal technologies, and e-textbooks. Comprised of 12 revised and 17 new chapters, this edition extends the Handbook’s original themes for international research in mathematics education and remains in the process a definitive resource for the field.

Book Transforming Mathematics Instruction

Download or read book Transforming Mathematics Instruction written by Yeping Li and published by Springer. This book was released on 2014-07-05 with total page 581 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book surveys and examines different approaches and practices that contribute to the changes in mathematics instruction, including (1) innovative approaches that bring direct changes in classroom instructional practices, (2) curriculum reforms that introduce changes in content and requirements in classroom instruction, and (3) approaches in mathematics teacher education that aim to improve teachers’ expertise and practices. It also surveys relevant theory and methodology development in studying and assessing mathematics instruction. Classroom instruction is commonly seen as one of the key factors contributing to students’ learning of mathematics, but much remains to be understood about teachers’ instructional practices that lead to the development and enactment of effective classroom instruction, and approaches and practices developed and used to transform classroom instruction in different education systems. Transforming Mathematics Instruction is organized to help readers learn not only from reading individual chapters, but also from reading across chapters and sections to explore broader themes, including: - Identifying what is important in mathematics for teaching and learning emphasized in different approaches; - Exploring how students’ learning is considered and facilitated through different approaches and practices; - Understanding the nature of various approaches that are valued in different systems and cultural contexts; - Probing culturally valued approaches in identifying and evaluating effective instructional practices. The book brings new research and insights into multiple approaches and practices for transforming mathematics instruction to the international community of mathematics education, with 25 chapters and four section prefaces contributed by 56 scholars from 10 different education systems. This rich collection is indispensable reading for mathematics educators, researchers, teacher educators, curriculum developers, and graduate students interested in learning about different instructional practices, approaches for instructional transformation, and research in different education systems. It will help readers to reflect on approaches and practices that are useful for instructional changes in their own education systems, and also inspire them to identify and further explore new areas of research and program development in improving mathematics teaching and learning.

Book Self Handicapping Leadership

Download or read book Self Handicapping Leadership written by Phillip J. Decker and published by FT Press. This book was released on 2015-11-12 with total page 341 pages. Available in PDF, EPUB and Kindle. Book excerpt: Every day, millions of employees watch their leaders sabotage themselves. They watch, they learn, and then they do it, too. Next thing you know, everyone’s lost motivation, and nobody takes ownership. That’s how organizations fail. This book will help you break the vicious cycle of self-handicapping leadership in your organization, stop the excuses, and unleash all the performance your team is capable of delivering. Phil and Jordan reveal how and why people handicap themselves even when they know better. Next, they offer real solutions from their own pioneering research and consulting. You’ll find practical ways to strengthen accountability and self-awareness, recognize the “big picture,” improve decision-making, deepen trust and engagement, develop talent, escape micromanagement, and focus relentlessly on outcomes. Your colleagues can be far more effective, and so can you. In fact, it starts with you–right here, right now, with this book. Many leaders inadvertently create cultures of failure. They model and promote “selfhandicapping” actions, where people withdraw effort or create new problems, in order to maintain their own self-images of competence. Self-Handicapping Leadership shines the spotlight on this widespread and destructive phenomenon and presents real action plans for overcoming it.

Book Journal for Research in Mathematics Education

Download or read book Journal for Research in Mathematics Education written by and published by . This book was released on 2014 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Well Being Research in South Africa

Download or read book Well Being Research in South Africa written by Marié P. Wissing and published by Springer Science & Business Media. This book was released on 2013-05-13 with total page 634 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is the first book to bring together examples of research in positive psychology / psychofortology conducted in the multi-cultural South African context with its diverse populations and settings. The volume reflects basic as well as applied well-being research in the multicultural South African context, as conducted in various contexts and with a variety of methods and foci. Theoretical, review, and empirical research contributions are made, reflecting positivist to constructivist approaches, and include quantitative, qualitative, and mixed-method approaches. Some findings support universality assumptions, but others uncovered unique cultural patterns. Chapters report on well-being research conducted in the domains of education, work, health, and family, and in clinical, urban vs. rural, and unicultural vs. multicultural contexts. Studies span the well-being of adolescents, adults, and older people, and topics include resilience in individuals, families, and groups, measurement issues and coping processes, the role of personal and contextual variables, and facets such as hope, spirituality, self-regulation, and interventions.

Book Mathematics Teacher Instruction  Classroom Goal Structures  and Student Motivation

Download or read book Mathematics Teacher Instruction Classroom Goal Structures and Student Motivation written by Keith D. Ciani and published by . This book was released on 2009 with total page 61 pages. Available in PDF, EPUB and Kindle. Book excerpt: The culture of schooling in the United States has become increasingly focused on outwardly proving student competence. Some achievement goal theorists suggest that a major casualty of performance-oriented classroom environments may be student motivation for developing and improving competence. The present study extends across theoretical frameworks of motivation to highlight student perceptions of contextual variables that may mitigate or "buffer" the negative relationship between a perceived performance-oriented classroom goal structure and mastery goals. Survey data were collected from 178 high school students in 15 mathematics classes. Multilevel modeling was used to test student perceptions of three contextual variables: classroom community, teacher's autonomy support, and a mastery classroom goal structure. Results indicated that when students perceive a strong sense of classroom community or autonomy support, perceptions of a performance-oriented teacher are unrelated to their mastery goals. Results provide practitioners with tools for counteracting potential negative implications of emphasizing performance in the classroom.

Book Experiences of Non Traditional Students in a Self Paced  Computer Based Developmental Mathematics Course at a Community College

Download or read book Experiences of Non Traditional Students in a Self Paced Computer Based Developmental Mathematics Course at a Community College written by Rebekah Agar and published by . This book was released on 2020 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: Prior research has shown that adult learners who are non-traditional (NT) college students come to college with different needs, desires, and goals than traditional college students. The problem is that community college educators need to better understand the needs of the changing population of the student body to equitably and effectively serve them. One effect of the problem is that NT student retention and degree attainment rates are lower than those of traditional students. The purpose of this mixed-methods study was to explore the experiences of NT community college students taking self-paced computer-based developmental mathematics classes. The following research questions guided the study: (1) What does it mean to NT students to be placed into the developmental mathematics population of community college students? (2) What are NT students' perceptions of their engagement with the developmental mathematics course learning software? (3) What are the NT students' perceptions of their engagement with their community college developmental mathematics instructors? The researcher analyzed data from 66 student survey responses and 10 semi-structured interviews with students and identified three themes: (a) NT identity; (b) the need for human support; and (c) software as tool. The researcher concluded that: (a) NT students are negatively affected by their time spent away from high school and mathematics content; (b) NT students perceived that timely access to their instructor was important to their success; and (c) NT students liked using the computer software and found it to be user-friendly. The researcher offered recommendations for instructional design, for community college administrators, and for developmental mathematics instructors. Keywords: non-traditional students, adult education, developmental mathematics, community college, student success, computer-based learning Abstract (Spanish) Investigaciones anteriores han demostrado que los estudiantes adultos que son estudiantes universitarios no tradicionales (NT) llegan a la universidad con necesidades, deseos y objetivos diferentes a los de los estudiantes universitarios tradicionales. El problema es que los educadores de los colegios comunitarios necesitan comprender mejor las necesidades de la población cambiante del cuerpo estudiantil para atenderlos de manera equitativa y eficaz. Un efecto del problema es que las tasas de retención y obtención de títulos de los estudiantes NT son más bajas que las de los estudiantes tradicionales. El propósito de este estudio de métodos mixtos fue explorar las experiencias de los estudiantes de colegios comunitarios de NT que toman clases de matemáticas de desarrollo basadas en computadora a su propio ritmo. Las siguientes preguntas de investigación guiaron el estudio: (1) ¿Qué significa para los estudiantes del NT ser colocados en la población de desarrollo matemático de estudiantes de colegios comunitarios? (2) ¿Cuáles son las percepciones de los estudiantes de NT sobre su compromiso con el software de aprendizaje del curso de matemáticas de desarrollo? (3) ¿Cuáles son las percepciones de los estudiantes de NT sobre su compromiso con los instructores de matemáticas del desarrollo de sus colegios comunitarios? El investigador analizó datos de 66 respuestas a encuestas de estudiantes y 10 entrevistas semiestructuradas con estudiantes e identificó tres temas: (a) identidad NT; (b) la necesidad de apoyo humano; y (c) software como herramienta. El investigador concluyó que: (a) los estudiantes NT se ven afectados negativamente por el tiempo que pasan fuera de la escuela secundaria y del contenido de matemáticas; (b) los estudiantes de NT percibieron que el acceso oportuno a su instructor era importante para su éxito; y (c) a los estudiantes de NT les gustó usar el software de computadora y lo encontraron fácil de usar. El investigador ofreció recomendaciones para el diseño instruccional, para administradores de colegios comunitarios y para instructores de matemáticas del desarrollo. Palabras clave: estudiantes no tradicionales, educación de adultos, matemáticas del desarrollo, colegio comunitario, éxito de los estudiantes, aprendizaje basado en computadoras

Book Inside the Community College Developmental Math Classroom

Download or read book Inside the Community College Developmental Math Classroom written by Patricia A. Rehak and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study provides a better understanding of how student and faculty perceive the developmental math classroom experience and the impact on students’ ability to successfully complete developmental math courses. A significant contribution of the study is the identification of a positive correlation between students’ attitudes and perceptions of the classroom environment and successful course completion. A second major contribution is a detailed description of pedagogical strategies and classroom leadership behaviors exhibited by developmental math faculty who do, and do not, have high student pass rates. The three research questions for this study were: 1. What is the relationship between students’ attitudes and perceptions of their developmental math classroom experience and their likelihood for successful course completion? 2. To what extent are student and faculty attitudes and perceptions of the developmental math classroom learning environment congruent? 3. What are the pedagogical strategies and classroom leadership behaviors exhibited by developmental math faculty who do, and do not, have high student pass rates in these courses? Two theoretical frameworks; Goal Theory Model of Achievement Motivation and Transformational Leadership; were used to guide this research. This mixed methods study was a case study of developmental math students and faculty from a medium sized rural community college in Texas, enrolled and teaching in the fall 2013. The sample included 661students enrolled in developmental math during the fall 2013 semester. There were a total of 17 developmental math instructors, of which three were employed full time, and 14 were employed part time. Quantitative data was collected from all 17 faculty and seven of these faculty were interviewed about the instructional practices they use when teaching developmental math students. A quantitative analysis was conducted of secondary course evaluation and student success data. A factor analysis was first conducted and reliability established for the course evaluation data. Next, a Pearson product moment r correlation was conducted in to determine the correlation between student perception and student success rates. The qualitative methods employed included 7 interviews (2 full time and 5 part time) with recruited developmental math faculty. Transcribed interview data were organized by thematic data analysis using a deductive process (Creswell, 2008) The Pearson product-moment r correlation conducted in this study found moderate positive correlations, r(14) = .64, p

Book Epistemic Belief and Achievement Goal Orientation Profiles of Students in Junior College Mathematics Courses

Download or read book Epistemic Belief and Achievement Goal Orientation Profiles of Students in Junior College Mathematics Courses written by Allen Gregory Harbaugh and published by . This book was released on 2009 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Community College Students  Perceptions of Their Rural High School Mathematics Experience

Download or read book Community College Students Perceptions of Their Rural High School Mathematics Experience written by Caroline Munn Best and published by . This book was released on 2006 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study explores mathematics education from the perspective of community college students who are recent graduates of a rural high school. The research questions relate to the students' perception of their understanding of rural, their rural high school experience, the factors that contributed to their preparedness or lack of preparedness for college-level mathematics, and the effect that their rural education had on their preparation for college. Students enrolled in a mathematics course at a suburban community college in East Tennessee were asked to complete a survey after midterm of fall semester 2005. Information about the location of their high school, age, and whether they consider themselves rural were used to screen students for an interview. Students were purposefully selected who graduated from one of eight rural high schools located in counties with an economic status of transitional or at-risk, were between the ages of 18 and 24, and responded to an email sent to set-up a time for an interview. Eighteen students were interviewed after midterm fall semester 2005 with follow-up interviews with seven students the following spring semester. Findings include the following: students from at-risk counties equate rural with isolated, country, and poor; students who graduated from rural high schools in transitional counties do not see rural as a major factor in their education compared to students from at-risk counties; and students from schools in at-risk counties are negative about their high school mathematics experience. Factors stated by these students overwhelmingly fault the teacher's ability to explain the math, teacher favoritism toward certain students, unconcerned attitude of teacher, and the low expectations of teachers and the school administration.

Book Development of an Instrument to Measure the Relationship Between Community College Developmental Math Instructors  Perceptions of Student Success and Instructional Practice

Download or read book Development of an Instrument to Measure the Relationship Between Community College Developmental Math Instructors Perceptions of Student Success and Instructional Practice written by Jonah Winkler and published by . This book was released on 2018 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Community College Students  Academic Success and Persistence in Math Courses After Developmental Math

Download or read book Community College Students Academic Success and Persistence in Math Courses After Developmental Math written by Robin Bontrager and published by . This book was released on 2015 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research study was a bounded case study exploring how and why community college students achieved academic success after completion of the developmental math sequence and a college level math course. The purpose of this research was to explore how and why community college students were academically successful in college algebra or elementary statistics after completion of the developmental math sequence. For the purpose of this study, the students' changes in behavior that influenced academic success and persistence in their math courses were generally defined as involvement in academic support programs, integration into social groups, and the perception of their ability to perform in the college level math curriculum. Throughout this study, the intent was to explore the participants' historical and social perspective through their descriptions and perceptions from developmental math through college algebra or elementary statistics. Data collection consisted of surveys, interviews, field notes, archival data, and a focus group session. Themes emerged after repetitive, rigorous listening of the interviews and focus group session; in addition, rereading the transcriptions allowed for immersion into the data. The themes that emerged were (a) ability to succeed, (b) academic support, (c) involvement and behavior changes, and (d) connectedness to faculty. The findings indicated that students' perception of their ability to succeed, self-motivation, family support, faculty relationships, and academic support were all contributing factors of students' achieving academic math success.

Book Responsive Evaluation of a Community College Mathematics Laboratory

Download or read book Responsive Evaluation of a Community College Mathematics Laboratory written by La Shannon Neru Hollinger and published by . This book was released on 2021 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation in practice (DIP), responsive evaluation (RE) explored relationships of the Faulkner Academic Math Excellence (FAME) Laboratory characteristics and specific perceptions of students enrolled in developmental mathematics education courses at a rural community college in Alabama's southeastern region. This program evaluation examined information surrounding the effectiveness of the FAME Lab program and service activities housed within a two-year community college. The study explored perceptions of students within a community college developmental mathematics education program relative to three areas of focus: (a) students' expressed access and use of the FAME Lab program services, (b) students' perceptions of the influence of the FAME Lab program services relative to academic performance levels, and (c) students' perceived value of the FAME Lab program relative to successes in developmental math courses. The researcher performed an extensive review of the literature and identified a critical problem of low numbers of students successfully completing developmental mathematics courses among colleges across the United States as a pervasive challenge, uniquely identified within community colleges and evidenced by 96% of colleges across the country requiring remediation courses, primarily in mathematics (Butrymowicz, 2017). The participants in the study were community college developmental education students and faculty of the community college. A potential limitation of this study includes researcher bias. The magnitude of the problem identified in the literature provided the impetus for the investigation and aligned with the nature of the meaning and purpose for using the DIP, explicitly recognizing an existing problem in practice and performing a study aligned with the need acknowledged by the problem in practice. The Faulkner Academic Math Excellence (FAME) Laboratory program exemplifies and aligns with the type of intervention programs reflective of the remediation programs that colleges across the United States are utilizing to curb or remedy the problem of low numbers of students successfully completing developmental mathematics courses. The researcher communicated with the Vice-President of Instruction and the Math Division Chair and received approval to conduct the DIP study. The researcher created a questionnaire for the student participants and conducted a RE of the FAME Lab program to respond to the problem defined for investigation. The current study provided a practitioner approach to examining the problem by incorporating the use of the RE model (Stake, 2014) to discern the problem within a focused setting, explicitly utilizing the FAME Lab program within a two-year college located in the southeastern region of the United States. The use of the RE protocol provided the researcher with strategies to inform results focused on three areas of consideration: (a) the examination of program activities rather than program goals or intents; (b) the acquisition of students' needs, reactions, and information rather than college leaders' intentions or purposes; and (c) the reporting of differing perspectives in determining the success and failure of the program. Based on the researcher's critical use of the RE protocol, a 12-step implementation plan for the FAME Lab program to assist students in attaining success within developmental mathematics was provided to college officials and are is provided for consideration by other developmental math programs at colleges across the United States. These 12 considerations, presented in Chapter 5, coupled with additional discussions of study results, add to the body of literature supporting students' preparation for entering college mathematics programs, a practitioner problem pervasive in colleges across the United States. The study will inform and advance the professional practice by informing the implementation of developmental mathematics education for students who do not complete developmental mathematics courses successfully.

Book Perceptions Of Student Belonging In The Community College Developmental Math Classroom

Download or read book Perceptions Of Student Belonging In The Community College Developmental Math Classroom written by Ann Patricia Conrad and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Most community college students are required to take developmental math; however, many do not complete their required math sequence. Supporting students through this coursework is an ongoing challenge for institutions of higher learning, especially those with open access missions. Although community colleges offer various support services to address content-related concerns, students often lose motivation to persist in these courses. This study examines the role of belonging in student motivation for developmental math students enrolled at Midwestern Community College (MCC). The research questions examined the student's belonging experience and whether these experiences contributed to their motivation in the course. During the Fall of 2021, ten developmental math students at MCC participated in this qualitative study. I used a hermeneutic phenomenological approach to explore the students' experience in Fall 2021. Data was collected through participant interviews, journal entries, artifacts, and research notes. The results suggest academic and social belonging fostered student motivation in developmental math courses. The resulting themes indicate (a) the course design, (b) interpersonal connections, (c) the student's ability to keep up with the course content, and (d) feeling accepted and supported within the group were meaningful constructs in the belonging experience.

Book Insights and Recommendations from the MAA National Study of College Calculus

Download or read book Insights and Recommendations from the MAA National Study of College Calculus written by David M. Bressoud and published by . This book was released on 2015 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Dissertation Abstracts International

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2004 with total page 620 pages. Available in PDF, EPUB and Kindle. Book excerpt: