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AN ETHNOGRAPHIC CASE STUDY IN A BRITISH PRIMARY (ELEMENTARY) SCHOOL CLASSROOM OF ACADEMIC SELF-EFFICACY

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Date Issued:
2011
Abstract/Description:
An ethnographic case study of a Year 6 (5th grade) classroom in Southwest England was conducted in order to explore factors that contribute to academic self-efficacy in British education, specifically in this classroom. Data was collected through qualitative observations, a teacher interview, and student questionnaires to determine the level of academic self-efficacy in the classroom. The class consisted of 14 female students and 9 male students, ranging from ten to eleven years old. Of the total number of students, parental consent was received to allow 9 boys and 7 girls to complete questionnaires. Data was analyzed by examining critical issues and comparing anecdotal records to a teacher interview and student questionnaires. Recurrent themes that materialized were: bullying, uniforms, discipline, competition, assessment, and exceptional students. Results showed that these core issues contributed to positive academic self-efficacy among students in this classroom in the context of the British educational system.
Title: AN ETHNOGRAPHIC CASE STUDY IN A BRITISH PRIMARY (ELEMENTARY) SCHOOL CLASSROOM OF ACADEMIC SELF-EFFICACY.
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Name(s): Iliff, Kelly, Author
Eriksson, Gillian, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2011
Publisher: University of Central Florida
Language(s): English
Abstract/Description: An ethnographic case study of a Year 6 (5th grade) classroom in Southwest England was conducted in order to explore factors that contribute to academic self-efficacy in British education, specifically in this classroom. Data was collected through qualitative observations, a teacher interview, and student questionnaires to determine the level of academic self-efficacy in the classroom. The class consisted of 14 female students and 9 male students, ranging from ten to eleven years old. Of the total number of students, parental consent was received to allow 9 boys and 7 girls to complete questionnaires. Data was analyzed by examining critical issues and comparing anecdotal records to a teacher interview and student questionnaires. Recurrent themes that materialized were: bullying, uniforms, discipline, competition, assessment, and exceptional students. Results showed that these core issues contributed to positive academic self-efficacy among students in this classroom in the context of the British educational system.
Identifier: CFH0003860 (IID), ucf:44691 (fedora)
Note(s): 2011-05-01
B.S.
Education, School of Teaching, Learning and Leadership
Masters
This record was generated from author submitted information.
Subject(s): Academic Self Efficacy
Primary Education
British Education
Assessment
Metacognition
Socioeconomic Status
Comparative Education
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFH0003860
Restrictions on Access: public
Host Institution: UCF

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