國立虎尾科技大學 |

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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Development of the Academic Identity of the Mexican-American Bilingual Elementary Learner through Educational Robotics./
Author:	Adrienne, Guillen.
Description:	1 online resource (140 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: B.
Subject:	Robotics. -
Online resource:	click for full text (PQDT)
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. - 1 online resource (140 pages)

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

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

Includes bibliographical references

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.

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

Mode of access: World Wide Web

ISBN: 9780355957976Subjects--Topical Terms:

561941
Robotics.
Index Terms--Genre/Form:

554714
Electronic books.

The Development of the Academic Identity of the Mexican-American Bilingual Elementary Learner through Educational Robotics.
LDR:02477ntm a2200337K 4500 001 914853
005 20180724121431.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780355957976
035 $a (MiAaPQ)AAI10814777
035 $a (MiAaPQ)utsa:12585
035 $a AAI10814777
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Adrienne, Guillen. $3 1188233
245 1 4 $a The Development of the Academic Identity of the Mexican-American Bilingual Elementary Learner through Educational Robotics.
264 0 $c 2018
300 $a 1 online resource (140 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: B.
500 $a Advisers: Carmen Fies; Timothy Yuen.
502 $a Thesis (Ph.D.)--The University of Texas at San Antonio, 2018.
504 $a Includes bibliographical references
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Robotics. $3 561941
650 4 $a Bilingual education. $3 1148431
650 4 $a Elementary education. $3 1148439
655 7 $a Electronic books. $2 local $3 554714
690 $a 0771
690 $a 0282
690 $a 0524
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of Texas at San Antonio. $b Interdisciplinary Learning and Teaching. $3 1188234
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10814777 $z click for full text (PQDT)