Term

Summer 2017

Capstone

Thesis

Degree Name

MAT

Primary Advisor/Dissertation Chair

Margot Galt

Secondary Advisor/Reader One

Donna Forbes

Peer-Reviewer/Reader Two

Jessica Peifer

Abstract

This capstone investigates the research question: What instructional strategies best allow middle school students to develop self-efficacy as they transfer collaborative learning to individual assessments in the mathematics classroom? The author conducted action research in urban schools with an at-risk student population. Within the action research framework, the author applies a qualitative approach to examine instructional strategies that encourage all students to become flexible learners. This capstone ultimately argues that clear expectations and mindset largely impact student success, regardless of the task. It discusses the influence of mindset on student engagement during both collaborative and independent tasks.

Research Methodology

Action Research, Interview, Observation

Included in

Education Commons

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