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dc.contributor.supervisor Fowler, Leah Twigg, Valerie 2012-06-05T21:09:46Z 2012-06-05T21:09:46Z 2010
dc.description v, 65 leaves ; 29 cm en_US
dc.description.abstract Academic self-concept has been shown to significantly affect student engagement and achievement (Hudley, Daoud, Polanco, Wright-Castro, & Hershberg, 2003; Akey, 2006). This action research project explores specific strategies that are effective in increasing 24 adult First Nations learners’ academic self-concept, engagement, and achievement in Science classes over a period of five weeks. Student participants came from three college courses: General Science, Biology and Chemistry. In addition to numerous existing strategies to increase student perception of academic performance currently in use in my classroom, this study explores action research implementation of the following new practices to further augment students’ academic self-concept including: students’ daily journal of new learning, direct teaching of students to attribute success to ability and effort (and failure to lack of effort), visual display of lesson objectives, linking new work to prior experience explicitly, and increasing expectations of assignment completion. There are recommendations for teachers and students to increase positive academic self-concept and more effective teaching strategies to enhance student success and completion, as well as meaningful experiences in education. en_US
dc.language.iso en_US en_US
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2010 en_US
dc.relation.ispartofseries Project (University of Lethbridge. Faculty of Education) en_US
dc.subject Indians of North America -- Education -- Canada en_US
dc.subject Native peoples -- Education -- Canada en_US
dc.subject Academic achievement en_US
dc.subject Adult students en_US
dc.subject Teacher-student relationships en_US
dc.subject Adult education -- Psychological aspects en_US
dc.subject Motivation in adult education en_US
dc.subject Self-perception en_US
dc.title Engagement in adult first nations learners : the power of academic self-concept en_US
dc.type Thesis en_US
dc.publisher.faculty Education en_US

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