Date of Award
2016
Document Type
Capstone
Degree Name
Master of Science in Education (MSEd)
Department
Extended Teacher Education Program
First Advisor
Flynn Ross
Keywords
ETEP, curriculum, project based, teacher research, proficiency based, action research
Abstract
This is a mixed methods ethnographic study conducted to determine what obstacles students face when approaching AP Calculus. I focused my study on home economics, peer pressure, ELL status and home support. Overall, I found that being a student who is ELL (hereafter defined as a student who was or currently is required to take ACCESS testing) had the most negative effect of the previously listed factors. Home economics and peer pressure were inconclusive or often had no effect. Finally, having a supportive home life in the form of parents who value education, encourage goal-setting, and set high expectations had a positive effect in accessing AP Calculus. These findings allow me to focus my future work to mitigate the negative and foster the positive influences.
Recommended Citation
Dodge, Brian Austin, "An Investigation into the Accessibility of AP Calculus" (2016). Capstones, Research Projects, and Curricula. 1.
https://digitalcommons.usm.maine.edu/teacher-education-capstones/1
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Educational Psychology Commons, Science and Mathematics Education Commons, Secondary Education Commons
