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A Battle for the Mind: The Use of Reacting to the Past in the Academically At-risk Classroom

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dc.contributor.author Miller, Tiffany
dc.date.accessioned 2018-05-10T20:45:24Z
dc.date.available 2018-05-10T20:45:24Z
dc.date.issued 2018-05
dc.identifier.uri http://jewlscholar.mtsu.edu/xmlui/handle/mtsu/5611
dc.description.abstract Academically at-risk students face difficult and unique challenges in higher education. In this study, I argue that Reacting to the Past pedagogy provides students the opportunity to learn effectively. The study focuses on a pilot program recently adopted by Middle Tennessee State University’s reading history initiative. The results of the study suggest that the Reacting to the Past pedagogy increases academic self-efficacy among at-risk students. This increase in self-efficacy leads to a deeper appreciation of learning and higher levels of achievement. This study bridges an important connection between Reacting to the Past pedagogy and at-risk students. Ultimately, this study enhances our understanding of the opportunities that emerging instructional practices, such as Reacting to the Past, can have among academically at-risk communities. en_US
dc.publisher University Honors College, Middle Tennessee State University en_US
dc.subject self-efficacy en_US
dc.subject academically at-risk en_US
dc.subject reacting to the past en_US
dc.subject reading history initiative en_US
dc.subject education en_US
dc.subject patriots en_US
dc.subject loyalists en_US
dc.title A Battle for the Mind: The Use of Reacting to the Past in the Academically At-risk Classroom en_US
dc.type Thesis en_US


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