상세정보
Export to Refworks부가기능
Impact of Standards-Based Grading on Perceived Classroom Goal Structures andStudent Motivational Beliefs
상세 프로파일
| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Impact of Standards-Based Grading on Perceived Classroom Goal Structures andStudent Motivational Beliefs. |
| 개인저자 | Tober, Jennie E. |
| 단체저자명 | The Ohio State University. Educational Policy and Leadership. |
| 발행사항 | [S.l.]: The Ohio State University., 2018. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2018. |
| 형태사항 | 119 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-02A. Dissertation Abstract International |
| ISBN | 9781085580977 |
| 학위논문주기 | Thesis (Ph.D.)--The Ohio State University, 2018. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-02, Section: A.
Advisor: Anderman, Eric. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | As school leaders and educators in the field seek school improvement, the disconnect between educational research and classroom practice is generally recognized as a barrier to school improvement efforts. One practice that has gained traction in practitioner publications in the U.S. is standards-based grading (SBG). From a goal theory perspective, SBG is likely one of a set of practices that would be mastery supportive, but little empirical study has been conducted on the impact of SBG on students. This study of SBG addresses an empirical gap between what research supports and what is practiced in schools. In this quasi-experimental study, the following questions were investigated (1) Does SBG grading impact middle school students' perceptions of math classroom goal structure? (2) Does the use of SBG in a math classroom impact middle school students' beliefs about their math abilities? (3) Does the use of SBG in a math classroom impact middle school students |
| 일반주제명 | Educational leadership. Educational psychology. Education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
