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Student and Classroom Variables Improving Student Engagement in Mathematics
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Park, So-Young | - |
dc.date.accessioned | 2010-12-03T03:06:25Z | - |
dc.date.available | 2010-12-03T03:06:25Z | - |
dc.date.issued | 2004 | - |
dc.identifier.citation | SNU Journal of Education Research, Vol.13, pp. 107-132 | - |
dc.identifier.issn | 1225-5335 | - |
dc.identifier.uri | https://hdl.handle.net/10371/70650 | - |
dc.description | 2004 | - |
dc.description.abstract | The study explored what student and classroom
variables affected student engagement in mathematics. Since students were nested within a classroom, hierarchical linear modeling (HLM) was employed Jor the analysis. The results represented that students' gender, SES, and prior achievement made differences in student engagement. Teachers' years oj experience, certification, and degree had direct and indirect effects on student engagement level. Small size class had positive effects on student engagement, and content coverage also increased student engagement. Authentic instruction reduced the gender gap oj student engagement. | - |
dc.language.iso | en | - |
dc.publisher | 서울대학교 교육종합연구원 | - |
dc.subject | student engagement | - |
dc.subject | hierarchical linear modeling | - |
dc.subject | authentic instruction | - |
dc.subject | content coverage | - |
dc.title | Student and Classroom Variables Improving Student Engagement in Mathematics | - |
dc.type | SNU Journal | - |
dc.contributor.AlternativeAuthor | 박소영 | - |
dc.citation.journaltitle | SNU Journal of Education Research | - |
dc.citation.endpage | 132 | - |
dc.citation.pages | 107-132 | - |
dc.citation.startpage | 107 | - |
dc.citation.volume | 13 | - |
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