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dc.contributor.authorPaino, Maria Therese
dc.date.accessioned2014-03-04T03:22:08Z
dc.date.available2014-03-04T03:22:08Z
dc.date.issued2008-05
dc.identifier.otherpaino_maria_t_200805_ma
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/paino_maria_t_200805_ma
dc.identifier.urihttp://hdl.handle.net/10724/24718
dc.description.abstractPast research notes the positive effects of computers on academic achievement. These outcomes may be a result of processes related to human capital investments. Or, an increase in academic achievement could be attributed to a theory of cultural capital, evident through teachers’ evaluations. This research employs theories of cultural capital and teacher expectancy, while simultaneously considering human capital arguments. Drawing from the ECLS-K dataset and using OLS regression, the analyses examine the relationship between home computer-use as an element of cultural capital and academic achievement. This research tests teachers’ evaluations as a mediator within this relationship. Findings indicate that teachers have an effect on student outcomes in relation to home-computer use. Academic achievement is improved with student cultural capital indicators and positive evaluations from teachers. The conclusion states that neither human capital nor cultural capital is solely responsible for producing increased academic achievement. Instead, both processes occur within the classroom.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectCultural Capital
dc.subjectHuman Capital
dc.subjectAcademic Achievement
dc.subjectTeacher Expectancy
dc.subjectTeachers' Evaluations
dc.subjectComputer Use
dc.titleInvestment in skills or teachers' perceptions?
dc.title.alternativethe direct and indirect effects of computer use on math achievement
dc.typeThesis
dc.description.degreeMA
dc.description.departmentSociology
dc.description.majorSociology
dc.description.advisorLinda Renzulli
dc.description.committeeLinda Renzulli
dc.description.committeeDavid Smilde
dc.description.committeeJames Coverdill


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