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ERIC Number: ED536273
Record Type: Non-Journal
Publication Date: 2011
Pages: 165
Abstractor: As Provided
ISBN: ISBN-978-1-2670-3172-3
Student Centered Homogeneous Ability Grouping: Using Bronfenbrenner's Theory of Human Development to Investigate the Ecological Factors Contributing to the Academic Achievement of High School Students in Mathematics
Webb, Karla Denise
ProQuest LLC, Ed.D. Dissertation, The University of Memphis
The purpose of this qualitative study was to explore the interconnectedness of the environment, human development, and the factors that influence students' academic performance in a homogeneous ability grouped mathematics classroom. The study consisted of four African American urban high school juniors, 2 male and 2 female. During the 12 week data collection period, the participants engaged in a focus group interview, photo elicited interview, and a member check interview. The interviews were recorded and later transcribed, analyzed, and coded for codes, categories, and emerging themes. In order to obtain an in-depth understanding of the interconnectedness of students enrolled in homogeneous ability grouped mathematics classes and the environmental factors that influence their academic performance, I asked the following question: (1) Using Bronfenbrenner's Ecology of Human Development, in what ways do students' microsystem, mesosystem, exosystem, and macrosystem influence their achievement in a homogeneous ability grouped mathematics class? After integrating and analyzing the data, seven themes emerged as factors influencing students' S.U.C.C.E.S.S.: (1) School Structure; (2) Un/Accountable; (3) Classmates/Peers; (4) Custodian/Caregiver; (5) Environment/Neighborhood; (6) Support; and (7) Self-Concept/Self-Perception. There are several significant associations between the individual's ecology of human development and their academic achievement in a homogeneous ability grouped mathematics class. By giving students a voice, these associations can be identified, understood, and ultimately used to create reform geared towards closing the achievement gap in mathematics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education; Grade 11; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A