Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
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.
Action Research, Interview, Observation
Mathematics, Motivation, Teachers/ Teaching
Andrews, Ashley K., "Self-Efficacy And The Transfer Of Collabortive Learning To Independent Assessments In The Mathematics Classroom" (2017). School of Education Student Capstone Theses and Dissertations. 4308.