Graham, S., & Morales-Chicas, J. (2015). The ethnic context and attitudes toward 9th grade math. International Journal of Educational Psychology, 4(1), 1-32

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In this assignment, you will write summaries for 5 peer-reviewed articles.
Summaries should be approximately 8-10 sentences each and capture the following
information:  Purpose of the study and/or the main research questions addressed
 Participant information includes the number of participants as well as key
demographic information like age, gender, and race/ethnicity.  Procedures used to collect the data including how data was collected (i.e. survey,
interview, etc.)  Key study variables and how they were defined/measured
 Main study findings (what relationship was found between the key study variables?)
 Implications of the findings for your research question. Each entry in the annotated bibliography should start with a proper APA citation
followed by the summary. Summaries MUST BE IN YOUR OWN WORDS (NO DIRECT QUOTES) copyingand-pasting will be considered plagiarism. See the example below:
Graham, S., & Morales-Chicas, J. (2015). The ethnic context and attitudes toward 9th grade
math. International Journal of Educational Psychology, 4(1), 1-32.
https://doi.org/10.4471/ijep.2015.01 This study examined relationships between school ethnic context and math course taking
patterns and attitudes for middle school youth. Participants were a part of larger longitudinal
study and included 265 9th graders (55% female) from diverse racial/ethnic backgrounds
including Latino (44%), White (27%), Asian (18%), and African American (13%). Students in
the study completed surveys that took approximately 45 minutes. Some of the primary variables
in this study were math level, math attitudes, and same ethnic representation in class. Math level
was measured used students self-reported 9th grade math level (i.e. Algebra, Geometry, etc.)
Math attitudes were measured using a series of questions geared toward understanding student’s
perceived competence, importance, and anxiety in math. Same ethnic representation in class was
measured with a multiple choice asking students to indicate their perception of the number of
same-ethnic peers in their class. Scores ranged from 1=“None or hardly any” to 7= “all or almost
all. Results showed increased perceived same ethnic representation in math class was associated
with increased perceived math competence and belonging, especially when the overall school
ethnic climate was negative. Findings from this study address my research question by providing
evidence of a positive relationship between same ethnic representation in math class and math
attitudes as well as introducing a potentially important covariate—school ethnic climate

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