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dc.contributor.authorShadden, Kelly Derry
dc.date.accessioned2019-04-15T12:25:36Z
dc.date.available2019-04-15T12:25:36Z
dc.identifier.urihttp://hdl.handle.net/10898/10046
dc.description.abstractThis phenomenological qualitative study involves proficient teachers who regularly use engaging instructional strategies in their upper elementary mathematics classes. In this study, these teachers explain their experiences and what influences them to utilize strategies that engage students. The research referenced in this study shows that student engagement in the upper elementary grades is important to life-long learning. Therefore, student engagement is a benefit in the classroom. Mathematics was specifically targeted due to the negative feelings often associated with the subject area. This study adds to the body of knowledge regarding what influences teachers’ instructional decision making when it comes to engagement and how their experiences inform their instructional choices.
dc.subjectMercer University -- Dissertations
dc.subjectCollege of Education
dc.titleStudent Engagement In Upper Elementary Mathematics: Proficient Teacher Experiences And Influences
dc.typeText
dc.date.updated2018-11-15T20:37:53Z
dc.language.rfc3066en
refterms.dateFOA2020-09-29T13:42:41Z


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