dc.contributor.author	Fore, Aleph	en_US
dc.coverage.spatial	Eastman, Georgia	en_US
dc.coverage.temporal	2004-2006	en_US
dc.date.accessioned	2009-09-30T18:54:19Z	en_US
dc.date.accessioned	2011-03-02T17:28:55Z
dc.date.available	2009-09-30T18:54:19Z	en_US
dc.date.available	2011-03-02T17:28:55Z
dc.date.issued	2006-05	en_US
dc.identifier.uri	http://hdl.handle.net/10428/322	en_US
dc.description.abstract	The purpose of this action research study was to investigate the effect a classroom communication system (CCS) had on teaching and learning in third-grade mathematics instruction. Examinations of student-engagement and teacher experiences were conducted. The examinations revealed an overall acceptance of CCS as an effective instructional technology that improved student engagement.	en_US
dc.language.iso	en_US	en_US
dc.publisher	Valdosta State University	en_US
dc.rights	Copyright protected. Unauthorized reproduction or use beyond the exceptions granted by the Fair Use clause of U.S. Copyright law may violate federal law.	en_US
dc.subject	classroom communication system	en_US
dc.subject	mathematics	en_US
dc.subject	instructional technology	en_US
dc.subject.lcsh	Educational technology	en_US
dc.subject.lcsh	Teaching--Aids and devices	en_US
dc.title	The Effects of a Classroom Communication System on Third-Grade Student Engagement in Learning Mathematics	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum and Instructional Technology	en_US
dc.description.advisor	Brovey, Andrew J.	en_US
dc.description.committee	Hinkle, Verilette	en_US
dc.description.committee	Leader, Lars	en_US
dc.description.degree	Ed.S.	en_US
dc.description.major	Instructional Technology	en_US