عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
شماره کتابشناسی ملی
شماره
TL52392
زبان اثر
زبان متن نوشتاري يا گفتاري و مانند آن
انگلیسی
عنوان و نام پديدآور
عنوان اصلي
A Mixed-Methods Pilot Study of the Effects of Social Reconstruction Curricula for Academic Motivation with At-Risk First-Year College Students
نام عام مواد
[Thesis]
نام نخستين پديدآور
Jones, Ericka
نام ساير پديدآوران
Ragaisis, DeeAnn
وضعیت نشر و پخش و غیره
نام ناشر، پخش کننده و غيره
Concordia University Texas
تاریخ نشرو بخش و غیره
2019
يادداشت کلی
متن يادداشت
196 p.
یادداشتهای مربوط به پایان نامه ها
جزئيات پايان نامه و نوع درجه آن
Ed.D.
کسي که مدرک را اعطا کرده
Concordia University Texas
امتياز متن
2019
یادداشتهای مربوط به خلاصه یا چکیده
متن يادداشت
This mixed-methods pilot study investigated the self-reported effects on academic motivation with at-risk first-year college students after implementing a Social Reconstruction Curricula (SRC) in the first semester of college. Students were considered at risk by socioeconomic status and/or by deficient test scores as indicated by benchmarks on the Texas Higher Education Coordinating Board, and/or ACT and SAT scores. Two cohorts of first-year students received social justice lessons based in a specific instructional sequence during a 10-week period in their first year seminar classes. The SRC lessons addressed topics related to education, health, and criminal justice and all topics were relevant to the students' lived experiences. Qualitative methods included a questionnaire, interviews, and classroom observations; while quantitative methods included the use of the College Student Inventory (CSI) survey to measure academic motivational factors. The study's primary question was developed to determine whether lessons in SRC would motivate students who were considered to be at risk academically. While quantitative results were not statistically significant, qualitative results were clearly positive in terms of students' perceptions of the value of SRC and indicated that the students were intrinsically motivated after exposure to SRC lessons. This pilot study showed that students who were exposed to social justice lessons had increased awareness of their worldviews of the given topics, were more outspoken about disparities found in particular communities, and wanted to do better in college after having been exposed to the curriculum.
اصطلاحهای موضوعی کنترل نشده
اصطلاح موضوعی
Social sciences education
نام شخص به منزله سر شناسه - (مسئولیت معنوی درجه اول )
مستند نام اشخاص تاييد نشده
Jones, Ericka
نام شخص - ( مسئولیت معنوی درجه دوم )
مستند نام اشخاص تاييد نشده
Ragaisis, DeeAnn
شناسه افزوده (تنالگان)
مستند نام تنالگان تاييد نشده
Concordia University Texas
دسترسی و محل الکترونیکی
نام الکترونيکي
مطالعه متن کتاب وضعیت انتشار
فرمت انتشار
p
اطلاعات رکورد کتابشناسی
نوع ماده
[Thesis]
کد کاربرگه
276903
اطلاعات دسترسی رکورد
سطح دسترسي
a
تكميل شده
Y
