The blending of affective domain standards and cognitive domain standards of mathematics with fifth grade at‐risk students
Prompted by a call for school counselors to become proactive catalysts in the evolution of student achievement, this case study, using largely qualitative data with at-risk fifth grade students, examined the outcomes of blending affective standards with academic standards in mathematics to engender...
| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
Curtin University
2013
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| Online Access: | http://hdl.handle.net/20.500.11937/372 |
| _version_ | 1848743359564218368 |
|---|---|
| author | Dean, Alma Jean |
| author_facet | Dean, Alma Jean |
| author_sort | Dean, Alma Jean |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Prompted by a call for school counselors to become proactive catalysts in the evolution of student achievement, this case study, using largely qualitative data with at-risk fifth grade students, examined the outcomes of blending affective standards with academic standards in mathematics to engender cognitive change. All nine students’ final mathematics grades improved from failing to an average grade of C or better and affective outcomes such as self-reflections and life management skills indicated positive gains. |
| first_indexed | 2025-11-14T05:44:19Z |
| format | Thesis |
| id | curtin-20.500.11937-372 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T05:44:19Z |
| publishDate | 2013 |
| publisher | Curtin University |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-3722017-02-20T06:40:47Z The blending of affective domain standards and cognitive domain standards of mathematics with fifth grade at‐risk students Dean, Alma Jean Prompted by a call for school counselors to become proactive catalysts in the evolution of student achievement, this case study, using largely qualitative data with at-risk fifth grade students, examined the outcomes of blending affective standards with academic standards in mathematics to engender cognitive change. All nine students’ final mathematics grades improved from failing to an average grade of C or better and affective outcomes such as self-reflections and life management skills indicated positive gains. 2013 Thesis http://hdl.handle.net/20.500.11937/372 en Curtin University fulltext |
| spellingShingle | Dean, Alma Jean The blending of affective domain standards and cognitive domain standards of mathematics with fifth grade at‐risk students |
| title | The blending of affective domain standards and cognitive domain standards of mathematics with fifth grade at‐risk students |
| title_full | The blending of affective domain standards and cognitive domain standards of mathematics with fifth grade at‐risk students |
| title_fullStr | The blending of affective domain standards and cognitive domain standards of mathematics with fifth grade at‐risk students |
| title_full_unstemmed | The blending of affective domain standards and cognitive domain standards of mathematics with fifth grade at‐risk students |
| title_short | The blending of affective domain standards and cognitive domain standards of mathematics with fifth grade at‐risk students |
| title_sort | blending of affective domain standards and cognitive domain standards of mathematics with fifth grade at‐risk students |
| url | http://hdl.handle.net/20.500.11937/372 |