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dc.contributor.advisorQuebec-Fuentes, Sarah
dc.contributor.authorCouey, Rebeccaen_US
dc.date.accessioned2014-07-23T14:50:34Z
dc.date.available2014-07-23T14:50:34Z
dc.date.created2014en_US
dc.date.issued2014en_US
dc.identifierUMI thesisen_US
dc.identifieretd-05202014-103709en_US
dc.identifierumi-10489en_US
dc.identifiercat-002150867en_US
dc.identifier.urihttps://repository.tcu.edu/handle/116099117/4527
dc.description.abstractThe purpose of this action research study is to examine a classroom of at-risk students in transition from a traditional to a reform-based model of instruction. The teacher's role is gradually adjusted to encourage independent learning and the results are analyzed. The following research questions are addressed: 1) How can at-risk students best be assisted in the transition to a reform-based mathematics classroom? 2) How will the students' attitude, perception of their abilities, and performance change throughout the transition?en_US
dc.format.mediumFormat: Onlineen_US
dc.publisher[Fort Worth, Tex.] : Texas Christian University,en_US
dc.relation.ispartofTCU Master Thesisen_US
dc.relation.requiresMode of access: World Wide Web.en_US
dc.relation.requiresSystem requirements: Adobe Acrobat reader.en_US
dc.titleThe transition of at-risk students to independent learnersen_US
dc.typeTexten_US
etd.degree.departmentCollege of Education
etd.degree.levelMaster
local.collegeCollege of Education
local.departmentEducation
local.academicunitCollege of Education
dc.type.genreThesis
local.subjectareaEducation
etd.degree.nameMaster of Education


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