Relevant bibliographies by topics / Geometry Motivation in education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Geometry Motivation in education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Geometry Motivation in education"

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Nasir, A. Muhajir, and Nirfayanti Nirfayanti. "Effectiveness Of Mathematic Learning Media Based On Mobile Learning In Improving Student Learning Motivation." Daya Matematis: Jurnal Inovasi Pendidikan Matematika 7, no. 3 (2020): 228. http://dx.doi.org/10.26858/jds.v7i3.11867.

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This study aims to determine the effectiveness of the use of mobile learning based learning media on students' learning motivation in the Mathematics Education Study Program FKIP Maros Muslim University. The type of research used in this research was quantitative research with an experimental approach with the research subject being Mathematics Education Study Program students who are taking basic geometry courses in the even semester 2018/2019. The research design used was one group pretest-posttest design. Data was collected through tests and motivational questionnaires. The initial data ana
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Amelia, Puspa, and Niniwati Niniwati. "Improving Motivation and Learning Outcomes With Contextual Teaching and Learning Strategies for Students in the Mathematics Education Study Program." Edumatica : Jurnal Pendidikan Matematika 9, no. 02 (2019): 14–22. http://dx.doi.org/10.22437/edumatica.v9i02.6561.

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 This research aims to improve the student’s learning achivements and motivation in learning analityc geometry of mathematic education’s students at Bung Hatta University by using Contextual Teaching and Learning (CTL) strategy. This was a classroom action research with the research study was 38 of class A of mathematic education’s students who took a course of analityc geometry. The data was collected from quisioner student’s, field notes and final test. The data analysis was conducted in descriptive qualitative through data reduction, triangulation, and data display. Based on t
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Sari, Wiwin Rita, and Siti Mutmainah. "INCREASED MOTIVATION AND RESULTS OF STUDENT MATH LEARNING THROUGH REALISTIC MATHEMATICS EDUCATION." Journal of Mathematics Education 3, no. 1 (2018): 7–13. http://dx.doi.org/10.31327/jomedu.v3i1.479.

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The purpose of this study was to determine the increase motivation and results of students' mathematics learning through Realistic mathematics Education approach. The study was conducted at VIII A grade students of SMP Ma'arif 01 Seputih Raman Central Lampung in geometry material. This type of research is classroom action research. The research was conducted during two cycles with each cycle consisting of the stages of planning, action, observation, and reflection. Instruments used include questionnaires motivation to learn mathematics, observation sheets, and assessment test. Data analysis te
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Et. al., Sudirman,. "Augmented Reality Blended Learning Instruction: The Impact on Growing Motivation, Attitudes, and Knowledge in 3D Geometry." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 4 (2021): 674–83. http://dx.doi.org/10.17762/turcomat.v12i4.552.

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The COVID 19 pandemic promotes several new technological products to facilitate learning process. However, there are still few studies on the integration of Augmented Reality (AR) technology into Blended Learning (BL), particularly on the education of prospective mathematics teachers. This research examines the effect of using augmented reality blended learning during the COVID 19 epidemic on 3D geometry, as well as the learning motivation and attitudes. 15 prospective teachers, including 4 males and 11 females, at one of Indonesia's private universities were engaged in to determine how 3D geo
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Murtianto, Yanuar Hery, Sutrisno Sutrisno, Nizaruddin Nizaruddin, and Muhtarom Muhtarom. "EFFECT OF LEARNING USING MATHEMATICA SOFTWARE TOWARD MATHEMATICAL ABSTRACTION ABILITY, MOTIVATION, AND INDEPENDENCE OF STUDENTS IN ANALYTIC GEOMETRY." Infinity Journal 8, no. 2 (2019): 219. http://dx.doi.org/10.22460/infinity.v8i2.p219-228.

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Rapid development of technology for the past two decades has greatly influenced mathematic learning system. Mathematica software is one of the most advanced technology that helps learn math especially in Geometry. Therefore this research aims at investigating the effectiveness of analytic geometry learning by using Mathematica software on the mathematical abstraction ability, motivation, and independence of students. This research is a quantitative research with quasi-experimental method. The independent variable is learning media, meanwhile the dependent variables are students’ mathematical a
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Halat, Erdogan. "Sex-related differences in the acquisition of the van hiele levels and motivation in learning geometry." Asia Pacific Education Review 7, no. 2 (2006): 173–83. http://dx.doi.org/10.1007/bf03031541.

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Nichols, Joe D. "The Effects of Cooperative Learning on Student Achievement and Motivation in a High School Geometry Class." Contemporary Educational Psychology 21, no. 4 (1996): 467–76. http://dx.doi.org/10.1006/ceps.1996.0031.

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Chen, Yu-ching. "Effect of Mobile Augmented Reality on Learning Performance, Motivation, and Math Anxiety in a Math Course." Journal of Educational Computing Research 57, no. 7 (2019): 1695–722. http://dx.doi.org/10.1177/0735633119854036.

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Motivation and math anxiety are crucial in performance and satisfaction, and augmented reality (AR) may be a useful tool in enhancing these factors because it provides users with interesting visual experiences. Since related empirical research is limited in investigating the effects of using free mobile AR apps integrating Keller’s ARCS (attention-relevance-confidence-satisfaction) motivation model on learning motivation, anxiety, and outcomes between students with different levels of anxiety in primary math education, this study investigated whether mobile AR differently affected learning, mo
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Krahe, Jaime Lopez. "«GeOrigaMetry» An Approach to the Accessibility of Geometry for Blind People." Modelling, Measurement and Control C 81, no. 1-4 (2020): 67–71. http://dx.doi.org/10.18280/mmc_c.811-412.

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Making geometry accessible for blind people, apart from the formal aspects, can pose some difficulties, especially in terms of accessibility to figures. To deal with this problem this article focuses on paper folding where both Euclidean and origami axiomatic systems are used simultaneously. In the first case, with a ruler and compass, we can solve quadratic problems in a plane. In addition, the axioms of origami allow us to address unanswered questions with classical geometry methods, which involve cubic equations, such as the trisection of an angle. An experiment with INJA (National Institut
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Papanthymou, Anastasia, and Maria Darra. "The Contribution of Learner Self-Assessment for Improvement of Learning and Teaching Process: A Review." Journal of Education and Learning 8, no. 1 (2018): 48. http://dx.doi.org/10.5539/jel.v8n1p48.

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The present study is a literature review of 37 empirical studies from Greece and internationally of the last decade and aims at investigating the contribution of learner self-assessment to: a. enhancement of learning motivation, b. improvement of academic performance/learning, c. development of self-regulating learning and d. raise of self-esteem. According to the findings, enhancement of learning motivation as an outcome of learner self-assessment process has been identified in Greek Higher education, in Secondary education in Physics and in Primary education in English, whereas international
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Dissertations / Theses on the topic "Geometry Motivation in education"

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Lee, Hyeseon Judy. "How do students perceive and describe their mathematical learning experience in a 10th grade Geometry I class?" Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/25534.

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Educational Administration<br>Ed.D.<br>Some students do not learn mathematics even though they have both the potential and ability to learn math. This problem typically diminishes opportunities for students who are already marginalized by society. Educators, educational administrators, education policy makers, and the education community have been aware of the significant disparities in mathematics and science achievement between Asian/Pacific Islanders and Caucasians and underrepresented minority groups. If we are to understand students and to alter their motivational patterns and attitudes,
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Thente, Pontus, and Taghi Rezaei. "Praktisk matematik integrerad med idrott: Geometri i idrottshallen." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34829.

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Vårt huvudsyfte med studien var att undersöka om praktisk matematikundervisning i idrottshallen kan motivera och stärka elevers lärande. Undersökningen utfördes med enkäter i fyra årskurs sju klasser, med totalt 72 elever i samt intervjuer med fyra lärare, på två olika grundskolor i södra Sverige under perioden januari-februari 2008. Eftersom urvalsgruppen var liten, kan vi inte dra några generella slutsatser. Bakgrunden till vår undersökning var att vi hade fått uppfattningen om att praktisk matematikundervisning inte förekom så ofta i grundskolan. Studien visar att lärarna använder praktiska
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MOREIRA, VANESSA DA SILVA SA SAMPAIO. "FRACTAL GEOMETRY IN BASIC EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=33036@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE MESTRADO PROFISSIONAL EM MATEMÁTICA EM REDE NACIONAL<br>A geometria fractal não é um conteúdo abordado usualmente na educação básica. O presente trabalho disserta sobre essa geometria, com o objetivo de divulgar e ampliar o conhecimento sobre ela, principalmente para professores que atuam nesse nível de escolaridade. É iniciado com um breve histórico do surgimento dos fractais, até sua definição formal, exibindo exemplos clássicos e uma pequena biografia de seus cri
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Moreira, Agnaldo Antonio. "Motivação para o ensino e aprendizagem dos números complexos: uma abordagem com aplicações." Universidade Tecnológica Federal do Paraná, 2018. http://repositorio.utfpr.edu.br/jspui/handle/1/3113.

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Estudos mostram que motivar professores e alunos para o ensino e aprendizagem de números complexos no Ensino Médio pode ser uma tarefa difícil. Esse trabalho investiga as causas dessa dificuldade e propõe uma abordagem de ensino dos números complexos baseada em história, aplicações e fractais. Além disso, apresenta alguns recursos digitais para explorar lições e atividades mais interativas dos conceitos matemáticos envolvidos.<br>Literature shows that motivating teachers and students for studying complex numbers in high school can be a challenging task. This work investigates such issue and pr
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Velo, James. "The impact of dynamic geometry software on students' abilities to generalize in geometry /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486401895208994.

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Lewis, Betty. "Inquiry-based instruction in geometry: The impact on end of course geometry test scores." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/721.

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Research examining instruction in geometry and standardized tests suggests that students have difficulty grasping geometry concepts and developing problem solving skills. The purpose of this study was to examine the relationship between the use of inquiry-based strategies in a geometry class and achievement on the end of course test (EOCT) and to analyze qualitatively the implementation of inquiry-based instruction. Embedded in the theoretical framework of constructivism, inquiry-based instruction gives students skills to become independent learners. Addressing an issue in mathematics educatio
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McAuliffe, Sharon M. "An analysis of the impact of a geometry course on pre-service teachers understanding of geometry." Master's thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/17218.

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Includes bibliography.<br>This dissertation examines the impact of a geometry course on pre-service teachers' levels of understanding of geometry. It is located within the Van Hiele model of geometric development which provides a conceptual framework to assess and analyse the progress of students. The study was conducted at a College of Education which prepares teachers for primary school teaching. It involved 26 second year, pre-service teachers over a 9 week period in a geometry course. The students were assessed for their levels of understanding before and after the course using a diagnosti
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O'Grady, Kevin. "Motivation in secondary religious education." Thesis, University of Warwick, 2006. http://wrap.warwick.ac.uk/2848/.

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I show how my previous MA research indicated useful data regarding motivation in secondary school Religious Education (RE) but needed augmented theoretical and empirical substance to inform a general pedagogy (chapter 1): to this end I address issues of adolescent agency and identity (chapter 2) and creativity (chapter 3). Draft recommendations for an active, creative, existential and hermeneutical RE pedagogy result from these augmentations (chapter 2, revised in chapter 3). The heart of this thesis is a classroom-based empirical study designed to apply and assess my recommendations for RE pr
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Cowan, Geraldine M. "Diabetic patient education and motivation." Thesis, Aston University, 1987. http://publications.aston.ac.uk/14498/.

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Diabetes mellitus is a condition which requires a high degree of patient cooperation in self-management to achieve optimal glycaemic control. The concept of patient education, to enhance the treatment and management of diabetes, is well recognised. Several diabetes education programmes have already been described, but increased knowledge of diabetes did not necessarily result in improved self-mangement or glycaemic control. Other factors, such as attitudes and motivations, may therefore be particuarly important. The aims of the present study were to investigate the influence of patients' attit
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Blok, Marius Jacobus Johannes. "The educational validity of visual geometry." Thesis, University of Hull, 1997. http://hydra.hull.ac.uk/resources/hull:3487.

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Books on the topic "Geometry Motivation in education"

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Motivation in education. Nova Science Publishers, 2009.

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Hartnett, Maggie. Motivation in Online Education. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0700-2.

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Kanwal, Ramlal. Motivation towards adult education. Criterion Publications, 1990.

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Motivation to learn. Kappa Delta Pi Press, 1985.

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Gilbert, Ian. Essential Motivation in the Classroom. Taylor & Francis Inc, 2004.

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Sal'kov, Nikolay. Geometry in education and science. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1158751.

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This monograph consists of the author's articles on geometry, geometric education, and the formation of the teaching staff. Various problems concerning the development of geometric science itself, as well as those that periodically arise in the pedagogical environment of universities, are considered. It is intended for a wide range of readers: not only geometers and those interested in geometry, but also those related to pedagogy and science.
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Pintrich, Paul R. Motivation in education: Theory, research and applications. Prentice-Hall, 1996.

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Pintrich, Paul R. Motivation in education: Theory, research, and applications. Merrill, 1996.

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Schunk, Dale H. Motivation in education: Theory, research, and applications. 3rd ed. Pearson/Merrill Prentice Hall, 2008.

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H, Schunk Dale, ed. Motivation in education: Theory, research, and applications. 2nd ed. Merrill, 2002.

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Book chapters on the topic "Geometry Motivation in education"

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Naber, Gregory L. "Physical Motivation." In Topology, Geometry and Gauge fields. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-7895-0_2.

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Naber, Gregory L. "Physical Motivation." In Topology, Geometry, and Gauge Fields. Springer New York, 2000. http://dx.doi.org/10.1007/978-1-4757-6850-3_2.

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Barke, Hans-Dieter, Günther Harsch, and Siegbert Schmid. "Motivation." In Essentials of Chemical Education. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21756-2_2.

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Vaisman, Izu. "Introduction and Motivation." In Symplectic Geometry and Secondary Characteristic Classes. Birkhäuser Boston, 1987. http://dx.doi.org/10.1007/978-1-4757-1960-4_1.

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Volz, Austin, Julia Higdon, and William Lidwell. "Motivation." In The Elements of Education for Teachers. Routledge, 2019. http://dx.doi.org/10.4324/9781315101002-30.

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Naber, Gregory L. "Physical and Geometrical Motivation." In Topology, Geometry, and Gauge Fields. Springer New York, 1997. http://dx.doi.org/10.1007/978-1-4757-2742-5_1.

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Moerdijk, Ieke, and Bertrand Toën. "Motivation and objectives." In Simplicial Methods for Operads and Algebraic Geometry. Springer Basel, 2010. http://dx.doi.org/10.1007/978-3-0348-0052-5_9.

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El Miedany, Yasser. "Motivation in Education." In Rheumatology Teaching. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98213-7_19.

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Crawley, Edward F., Johan Malmqvist, Sören Östlund, Doris R. Brodeur, and Kristina Edström. "Introduction and Motivation." In Rethinking Engineering Education. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05561-9_1.

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Liu, Honggang. "Language Teacher Motivation." In Encyclopedia of Teacher Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_124-1.

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Conference papers on the topic "Geometry Motivation in education"

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Ferdianova, Vera, and Martin Zacek. "Motivation of students for geometry." In 2013 Second International Conference on e-Learning and e-Technologies in Education (ICEEE). IEEE, 2013. http://dx.doi.org/10.1109/icelete.2013.6644350.

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Rasskazova, Tatiana, Nadezhda Dubina, Nadezhda Yedik, and Victoria Aksenova. "BLENDED LEARNING IN L2: MOTIVATION OR DE-MOTIVATION?" In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1548.

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Fuhrmann, Thomas. "Motivation Centered Learning." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658436.

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Eroğlu, Erhan. "Motivation in Classroom." In International Conference on Social science, Humanities and Education. Acavent, 2018. http://dx.doi.org/10.33422/icshe.2018.12.67.

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Soetanto, Kawan. "Motivation technique for computer education." In 2009 2nd IEEE International Conference on Computer Science and Information Technology. IEEE, 2009. http://dx.doi.org/10.1109/iccsit.2009.5234468.

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Berkling, Kay. "Connecting Peer Reviews with Students’ Motivation - Onboarding, Motivation and Blended Learning." In 7th International Conference on Computer Supported Education. SCITEPRESS - Science and and Technology Publications, 2015. http://dx.doi.org/10.5220/0005410200240033.

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Cruz, João Pedro, Paula Oliveira, and Dina Seabra. "MOTIVATION BEHIND PARAMETERIZED EXERCISES." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2030.

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Widiyanti, Indri Ayu, Jajat S. Ardiwinata, and Laksmi Dewi. "Online Learning Motivation." In First Transnational Webinar on Adult and Continuing Education (TRACED 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.013.

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Kashirskaya, Irina K. "Educational Motivation and Achievement Motivation among Students with Different Academic Performance." In Culture and Education: Social Transformations and Multicultural Communication. RUDN University Press, 2019. http://dx.doi.org/10.22363/09669-2019-205-211.

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Kalantzi, Rozalia, Dimitrios Sideris, Natalia Spyropoulou, and George Androulakis. "STUDENTS’ MOTIVATION IN DISTANCE HIGHER EDUCATION: THE ROLE OF INTRINSIC MOTIVATION." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1494.

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Reports on the topic "Geometry Motivation in education"

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Guryan, Jonathan, James Kim, and Kyung Park. Motivation and Incentives in Education: Evidence from a Summer Reading Experiment. National Bureau of Economic Research, 2015. http://dx.doi.org/10.3386/w20918.

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Cilliers, Jacobus, and Shardul Oza. The Motivations, Constraints, and Behaviour of Tanzania's Frontline Education Providers. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-ri_2020/023.

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In this note, we leverage data from a nationwide survey conducted in 2019 in Ethiopia to shed light on what Ward Education Officers do, their understanding of their own role, and the constraints they face in executing their responsibilities. We interviewed 397 WEOs responsible for primary schools across 23 districts and six regions of Tanzania as part of a baseline survey conducted between February and May 2019. This note contributes to a growing literature on the activities, self-perceptions, and motivation of public sector officials in charge of “last mile” service delivery. For example, Aiy
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Spivack, Marla. Applying Systems Thinking to Education: The RISE Systems Framework. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/028.

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Many education systems in low- and middle-income countries are experiencing a learning crisis. Many efforts to address this crisis do not account for the system features of education, meaning that they fail to consider the ways that interactions and feedback loops produce outcomes. Thinking through the feedback relationships that produce the education system can be challenging. The RISE Education Systems Framework, which is sufficiently structured to give boundaries to the analysis but sufficiently flexible to be adapted to multiple scenarios, can be helpful. The RISE Framework identifies four
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Ajzenman, Nicolás, Gregory Elacqua, Diana Hincapié, et al. Do You Want to Become a Teacher?: Career Choice Motivation Using Behavioral Strategies. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003325.

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Qualified teachers are a fundamental input for any education system. Yet, many countries struggle to attract highly skilled applicants to the teaching profession. This paper presents the results of a large-scale intervention to attract high performing high-school students into the teaching profession in Chile. The intervention was a three-arm email campaign which made salient three types of motivations typically associated with the teaching profession: intrinsic/altruistic, extrinsic, and prestige-related. The objective was to identify which type of message better appealed to high performing s
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Brokert, V. V., and O. N. Nazarova. Electronic tests for the current control of knowledge in the discipline "Applied Geometry and Engineering Graphics" (training direction: 160000 Aviation and rocket and space technology, the level of higher education - specialty, bachelor's degree). Science and Innovation Center Publishing House, 2017. http://dx.doi.org/10.12731/brokertnazarova17012017.22528.

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Denaro, Desirée. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Scholas' Approach to Engage Youth. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002899.

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The lack of motivation and sense of community within schools have proven to be the two most relevant factors behind the decision to drop out. Despite the notable progress made in school access in countries in Latin America and the Caribbean, dropping out of school has still been a problem. This paper explores Scholas Occurrentes pedagogical approach to address these dropouts. Scholas focuses on the voice of students. It seeks to act positively on their motivation by listening to them, creating spaces for discussion, and strengthening soft skills and civic engagement. Scholas aims to enhance th
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Sanz, E., M. Lascurain, A. Serrano, B. Haidar, P. Alonso, and J. García-Espinosa. Needs and requirements analysis. Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.001.

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The prodPhD project aims to address the challenging problem of introducing entrepreneurship training in PhD programmes regardless of discipline. The prodPhD project will create the necessary teaching methodologies and the platform for applying them. The project consists of a consortium of four organizations from across Europe. The main objective of the prodPhD project is to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies will enable entrepreneurship education to be in
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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the
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Sanz, E., P. Alonso, B. Haidar, H. Ghaemi, and L. García. Key performance indicators (KPIs). Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.002.

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The project “Social network tools and procedures for developing entrepreneurial skills in PhD programmes” (prodPhD) aims to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies to be developed will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. However, the use of the output of the project will depend on the nature and profile of the research o
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six cou
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