東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The Development of the Academic Iden...

Adrienne, Guillen.

Linked to FindBook

Google Book

Amazon

博客來

The Development of the Academic Identity of the Mexican-American Bilingual Elementary Learner through Educational Robotics.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Development of the Academic Identity of the Mexican-American Bilingual Elementary Learner through Educational Robotics./
Author:	Adrienne, Guillen.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	140 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: B.
Contained By:	Dissertation Abstracts International79-09B(E).
Subject:	Robotics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10814777
ISBN:	9780355957976

The Development of the Academic Identity of the Mexican-American Bilingual Elementary Learner through Educational Robotics.
Adrienne, Guillen.

The Development of the Academic Identity of the Mexican-American Bilingual Elementary Learner through Educational Robotics. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 140 p.

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: B.

Thesis (Ph.D.)--The University of Texas at San Antonio, 2018.

This multiple case study focused on the academic identity development of three 4th grade Mexican-American bilingual students at a low-socio economic school district, within an after-school robotics club. The students were observed during after-school robotics club meetings and during competitions, and were interviewed in order to capture their perspectives of their own learning in the club. The students' teacher and one parent for each of the participants was interviewed throughout the academic school year as well to capture the teacher's and parents' perceptions of the students' learning. The findings show that the technology engagement served as mediating factor in the students' academic identity development. A change in the participants' behaviors both in and outside the club became apparent, along with a change in their self-perceptions. They demonstrated an increase in learning-persistence, which aligns with the development of a growth mind set. Such increased persistence in an after-school robotics club is significant; the setting provides Mexican-American bilingual students with opportunities to learn deeply, and to experience small successes that contribute to the development of a growth mind set.

ISBN: 9780355957976Subjects--Topical Terms:

519753
Robotics.

The Development of the Academic Identity of the Mexican-American Bilingual Elementary Learner through Educational Robotics.
LDR:02264nmm a2200313 4500 001 2160336
005 20180724121431.5
008 190424s2018 ||||||||||||||||| ||eng d
020 $a 9780355957976
035 $a (MiAaPQ)AAI10814777
035 $a (MiAaPQ)utsa:12585
035 $a AAI10814777
040 $a MiAaPQ $c MiAaPQ
100 1 $a Adrienne, Guillen. $0 (orcid)0000-0002-8907-4780 $3 3348259
245 1 4 $a The Development of the Academic Identity of the Mexican-American Bilingual Elementary Learner through Educational Robotics.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 140 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: B.
500 $a Advisers: Carmen Fies; Timothy Yuen.
502 $a Thesis (Ph.D.)--The University of Texas at San Antonio, 2018.
520 $a This multiple case study focused on the academic identity development of three 4th grade Mexican-American bilingual students at a low-socio economic school district, within an after-school robotics club. The students were observed during after-school robotics club meetings and during competitions, and were interviewed in order to capture their perspectives of their own learning in the club. The students' teacher and one parent for each of the participants was interviewed throughout the academic school year as well to capture the teacher's and parents' perceptions of the students' learning. The findings show that the technology engagement served as mediating factor in the students' academic identity development. A change in the participants' behaviors both in and outside the club became apparent, along with a change in their self-perceptions. They demonstrated an increase in learning-persistence, which aligns with the development of a growth mind set. Such increased persistence in an after-school robotics club is significant; the setting provides Mexican-American bilingual students with opportunities to learn deeply, and to experience small successes that contribute to the development of a growth mind set.
590 $a School code: 1283.
650 4 $a Robotics. $3 519753
650 4 $a Bilingual education. $3 2122778
650 4 $a Elementary education. $3 641385
690 $a 0771
690 $a 0282
690 $a 0524
710 2 $a The University of Texas at San Antonio. $b Interdisciplinary Learning and Teaching. $3 2049801
773 0 $t Dissertation Abstracts International $g 79-09B(E).
790 $a 1283
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10814777