The Effect of Animated Self-concept Videos on Hispanic Fifth-grade Students Self-concept PDF Download
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Author: Richard Hill
Publisher:
ISBN:
Category : Audio-visual education
Languages : en
Pages : 146
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Book Description
Studies have documented a major downturn in the self-concept of fifth-grade students as they transition to middle school (Twenge & Crocker, 2000). Two of the major risk factors are being female and Hispanic (Cavazos-Rehg & DeLucia-Waa, 2009). Various interventions have been tried with limited success. The purpose of the present study is to use an animated self-concept video series to test if an animated self-concept video series could support and/or increase the self-concept of fifth-grade students, particularly those in the Hispanic and female risk categories. The study population (N = 192) was a convenience sample drawn from a sample size of 248 students in the fifth grade, average 10 years old, from a South Texas school district. The students were in two different elementary school buildings. The sample was predominantly Hispanic with 186 of the study population identifying as Hispanic. The scores of the non-Hispanic students were not included in the analysis. This quasi-experimental, nonequivalent control-group design (Gall, Gall, & Borg, 2007) used the Self-Perception Profile for Children (Harter, 2012) as the measurement instrument, which measured global self-worth. The instrument was used as a pre-test and post-test. The treatment group viewed one video each week for five weeks and the control group continued with the school district’s specified curriculum. No teacher intervention was specified. A Mann-Whitney U was utilized to evaluate the null hypotheses. The results indicated no statistically significant difference between the groups before or after the treatment, nor was there a statistically significant difference from beginning to end within the treatment group.
Author: Richard Hill
Publisher:
ISBN:
Category : Audio-visual education
Languages : en
Pages : 146
Get Book Here
Book Description
Studies have documented a major downturn in the self-concept of fifth-grade students as they transition to middle school (Twenge & Crocker, 2000). Two of the major risk factors are being female and Hispanic (Cavazos-Rehg & DeLucia-Waa, 2009). Various interventions have been tried with limited success. The purpose of the present study is to use an animated self-concept video series to test if an animated self-concept video series could support and/or increase the self-concept of fifth-grade students, particularly those in the Hispanic and female risk categories. The study population (N = 192) was a convenience sample drawn from a sample size of 248 students in the fifth grade, average 10 years old, from a South Texas school district. The students were in two different elementary school buildings. The sample was predominantly Hispanic with 186 of the study population identifying as Hispanic. The scores of the non-Hispanic students were not included in the analysis. This quasi-experimental, nonequivalent control-group design (Gall, Gall, & Borg, 2007) used the Self-Perception Profile for Children (Harter, 2012) as the measurement instrument, which measured global self-worth. The instrument was used as a pre-test and post-test. The treatment group viewed one video each week for five weeks and the control group continued with the school district’s specified curriculum. No teacher intervention was specified. A Mann-Whitney U was utilized to evaluate the null hypotheses. The results indicated no statistically significant difference between the groups before or after the treatment, nor was there a statistically significant difference from beginning to end within the treatment group.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1236
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 288
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Book Description
Author: Sarah A. Bush
Publisher:
ISBN:
Category : Anxiety
Languages : en
Pages : 64
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Author: Lucy A. Victores
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 84
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Author:
Publisher:
ISBN:
Category : Vocational education
Languages : en
Pages : 894
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Book Description
Author: Rankin, Yolanda
Publisher: IGI Global
ISBN: 1522520066
Category : Education
Languages : en
Pages : 339
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Book Description
In recent years, diversity in learning environments has become a pivotal topic of conversation for educators. By enhancing underrepresented students’ computational thinking skills, it creates more room for future career opportunities. Moving Students of Color from Consumers to Producers of Technology is a comprehensive reference source that provides innovative perspectives on the need for diversity in computer science and engineering disciplines and examines best practices to build upon students’ knowledge bases. Featuring coverage on an expansive number of topics and perspectives, such as, computational algorithmic thinking, STEM diversity, and distributed mentorship, this publication is ideally designed for academicians, researchers, and students interested in efforts to broaden participation in computer science careers fields for underrepresented students.
Author:
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ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 816
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Author: Larry Robert Naugle
Publisher:
ISBN:
Category : Counseling in elementary education
Languages : en
Pages : 208
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Book Description
Author: Management Association, Information Resources
Publisher: IGI Global
ISBN: 1799877507
Category : Education
Languages : en
Pages : 1673
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Book Description
The issue of social justice has been brought to the forefront of society within recent years, and educational institutions have become an integral part of this critical conversation. Classroom settings are expected to take part in the promotion of inclusive practices and the development of culturally proficient environments that provide equal and effective education for all students regardless of race, gender, socio-economic status, and disability, as well as from all walks of life. The scope of these practices finds itself rooted in curriculum, teacher preparation, teaching practices, and pedagogy in all educational environments. Diversity within school administrations, teachers, and students has led to the need for socially just practices to become the norm for the progression and advancement of education worldwide. In a modern society that is fighting for the equal treatment of all individuals, the classroom must be a topic of discussion as it stands as a root of the problem and can be a major step in the right direction moving forward. Research Anthology on Instilling Social Justice in the Classroom is a comprehensive reference source that provides an overview of social justice and its role in education ranging from concepts and theories for inclusivity, tools, and technologies for teaching diverse students, and the implications of having culturally competent and diverse classrooms. The chapters dive deeper into the curriculum choices, teaching theories, and student experience as teachers strive to instill social justice learning methods within their classrooms. These topics span a wide range of subjects from STEM to language arts, and within all types of climates: PK-12, higher education, online or in-person instruction, and classrooms across the globe. This book is ideal for in-service and preservice teachers, administrators, social justice researchers, practitioners, stakeholders, researchers, academicians, and students interested in how social justice is currently being implemented in all aspects of education.
