Abstract

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.

Notes

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Thesis Completion

2011

Semester

Spring

Advisor

Eriksson, Gillian

Degree

Bachelor of Science (B.S.)

College

College of Education

Degree Program

Elementary Education

Subjects

Dissertations, Academic -- Education;Education -- Dissertations, Academic

Format

PDF

Identifier

CFH0003860

Language

English

Access Status

Open Access

Length of Campus-only Access

None

Document Type

Honors in the Major Thesis

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