國立虎尾科技大學 |

Middle School Parents' Beliefs Regarding Learning Management System Use in Mathematics.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Middle School Parents' Beliefs Regarding Learning Management System Use in Mathematics./
作者:	Bradley, Vaughn M.
面頁冊數:	1 online resource (329 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Educational technology. -
電子資源:	click for full text (PQDT)
ISBN:	9780355843866

Middle School Parents' Beliefs Regarding Learning Management System Use in Mathematics.
Bradley, Vaughn M.

Middle School Parents' Beliefs Regarding Learning Management System Use in Mathematics. - 1 online resource (329 pages)

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

Thesis (Ph.D.)--Walden University, 2018.

Includes bibliographical references

Middle school is a critical time in students' learning of mathematics, something a Learning Management System (LMS) is designed to help parents support. What remains unknown is how parents use an LMS to monitor their children's progress in mathematics. This qualitative case study explored how parents from one midAtlantic middle school with 543 students used an LMS, EdLine, to support their children's autonomous achievement in mathematics. Expectancy-value theory and social cognitive theory made up the conceptual framework used to evaluate study findings. A criterion-based process was used to select nine middle school parents from grades 6, 7, and 8 as participants. Data sources included structured interviews and follow-up questions, EdLine spreadsheets, and parent reflective journals. Data were analyzed through a priori codes based on the literature review. Themes that emerged from the analysis included reoccurring learner autonomy and parents benefiting from their ability to use EdLine to monitor grades, check progress, and provide strategies to support mathematical achievement. Parents indicated they could encourage their children, teach them, and expect them to use EdLine to monitor and manage their grades and achievement in mathematics. This research contributes to positive social change by explaining how administrators can help middle school parents use an LMS to become engaged with their children's mathematics studies and set expectations for their mathematics task completion and achievement.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355843866Subjects--Topical Terms:

556755
Educational technology.
Index Terms--Genre/Form:

554714
Electronic books.

Middle School Parents' Beliefs Regarding Learning Management System Use in Mathematics.
LDR:02778ntm a2200349Ki 4500 001 916480
005 20181002081327.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780355843866
035 $a (MiAaPQ)AAI10788014
035 $a (MiAaPQ)waldenu:20488
035 $a AAI10788014
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Bradley, Vaughn M. $3 1190225
245 1 0 $a Middle School Parents' Beliefs Regarding Learning Management System Use in Mathematics.
264 0 $c 2018
300 $a 1 online resource (329 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Donna B. Gee.
502 $a Thesis (Ph.D.)--Walden University, 2018.
504 $a Includes bibliographical references
520 $a Middle school is a critical time in students' learning of mathematics, something a Learning Management System (LMS) is designed to help parents support. What remains unknown is how parents use an LMS to monitor their children's progress in mathematics. This qualitative case study explored how parents from one midAtlantic middle school with 543 students used an LMS, EdLine, to support their children's autonomous achievement in mathematics. Expectancy-value theory and social cognitive theory made up the conceptual framework used to evaluate study findings. A criterion-based process was used to select nine middle school parents from grades 6, 7, and 8 as participants. Data sources included structured interviews and follow-up questions, EdLine spreadsheets, and parent reflective journals. Data were analyzed through a priori codes based on the literature review. Themes that emerged from the analysis included reoccurring learner autonomy and parents benefiting from their ability to use EdLine to monitor grades, check progress, and provide strategies to support mathematical achievement. Parents indicated they could encourage their children, teach them, and expect them to use EdLine to monitor and manage their grades and achievement in mathematics. This research contributes to positive social change by explaining how administrators can help middle school parents use an LMS to become engaged with their children's mathematics studies and set expectations for their mathematics task completion and achievement.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational technology. $3 556755
650 4 $a Mathematics education. $3 1148686
650 4 $a Middle school education. $3 1148691
655 7 $a Electronic books. $2 local $3 554714
690 $a 0710
690 $a 0280
690 $a 0450
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Walden University. $b Education. $3 1148424
773 0 $t Dissertation Abstracts International $g 79-09A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10788014 $z click for full text (PQDT)