| dc.contributor.advisor | Quebec-Fuentes, Sarah | |
| dc.contributor.author | Couey, Rebecca | en_US |
| dc.date.accessioned | 2014-07-23T14:50:34Z | |
| dc.date.available | 2014-07-23T14:50:34Z | |
| dc.date.created | 2014 | en_US |
| dc.date.issued | 2014 | en_US |
| dc.identifier | UMI thesis | en_US |
| dc.identifier | etd-05202014-103709 | en_US |
| dc.identifier | umi-10489 | en_US |
| dc.identifier | cat-002150867 | en_US |
| dc.identifier.uri | https://repository.tcu.edu/handle/116099117/4527 | |
| dc.description.abstract | The 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.medium | Format: Online | en_US |
| dc.publisher | [Fort Worth, Tex.] : Texas Christian University, | en_US |
| dc.relation.ispartof | TCU Master Thesis | en_US |
| dc.relation.requires | Mode of access: World Wide Web. | en_US |
| dc.relation.requires | System requirements: Adobe Acrobat reader. | en_US |
| dc.title | The transition of at-risk students to independent learners | en_US |
| dc.type | Text | en_US |
| etd.degree.department | College of Education | |
| etd.degree.level | Master | |
| local.college | College of Education | |
| local.department | Education | |
| local.academicunit | College of Education | |
| dc.type.genre | Thesis | |
| local.subjectarea | Education | |
| etd.degree.name | Master of Education | |
