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.
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Bachelor of Science (B.S.)
College of Education
Dissertations, Academic -- Education;Education -- Dissertations, Academic
Length of Campus-only Access
Honors in the Major Thesis
Iliff, Kelly, "An ethnographic case study in a British primary (elementary) school classroom of academic self-efficacy" (2011). HIM 1990-2015. 1139.