| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000432296 |
| 005 | | 20200224120352 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781085736541 |
| 035 | |
▼a (MiAaPQ)AAI13903170 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 371 |
| 100 | 1 |
▼a Diamond, Kate K. |
| 245 | 10 |
▼a First-generation Students' Experiences of the Classroom Climate in a Redesigned Gateway Math Course: A Mixed Methods Case Study. |
| 260 | |
▼a [S.l.]:
▼b University of Minnesota.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 451 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-03, Section: A. |
| 500 | |
▼a Advisor: Stebleton, Michael J. |
| 502 | 1 |
▼a Thesis (Ph.D.)--University of Minnesota, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 520 | |
▼a In U.S. higher education, there are large disparities in student persistence rates in the science, technology, engineering, and mathematics (STEM) fields along lines of race and ethnicity, gender, generation status, and class. Most underrepresented student attrition from STEM happens during the first year. Large, introductory science and math courses have been criticized for their unwelcoming and competitive classroom climates, and many scholars have argued that these courses act as gatekeepers for students with marginalized identities who wish to major in a STEM field. Many policymakers and researchers have called for these introductory courses to move away from a traditional lecturing model and towards active learning. In the STEM education literature, active learning is often presented as a panacea for closing disparities in STEM education outcomes. A critical approach to this topic challenges the assumption that the incorporation of active learning would transform these introductory courses into equitable spaces for students with marginalized identities.I conducted a mixed methods case study of a large, introductory math course taught at a public research university. The lead course instructor had redesigned the course in order to move toward an active learning model, with the goal of better preparing students to take subsequent math courses. Using the influence of pedagogy on the classroom climate as my conceptual framework, I sought to understand how first-generation students experienced the classroom climate of the redesigned class, how pedagogy influenced the climate, and how first-generation students' experiences in the course affected their intentions to persist in STEM. My data collection methods were classroom observation, a student survey (N = 171), interviews with first-generation students (N = 13), interviews with the two course instructors, and a review of the syllabus and other course materials.I found that first-generation students described a classroom climate characterized by disengagement and collective confusion and frustration. Pedagogy negatively influenced the climate through a lack of structure, guidance, and communication at several levels |
| 590 | |
▼a School code: 0130. |
| 650 | 4 |
▼a Higher education. |
| 650 | 4 |
▼a Educational leadership. |
| 690 | |
▼a 0745 |
| 690 | |
▼a 0449 |
| 710 | 20 |
▼a University of Minnesota.
▼b Organizational Leadership, Policy, and Development. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-03A. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0130 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15492437
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1008102 |
| 991 | |
▼a E-BOOK |