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Secondary Teachers' Conceptions of Student Engagement: Engagement in Learning or in Schooling?.
Abstract
Teacher actions can influence how students engage at school, making it relevant to understand their conceptions of student engagement and how to facilitate it. Reviews of existing literature suggested that a distinction between engagement in schooling and engagement in learning might help differentiate between social and academic outcomes.Data from a phenomenographic study of 20 Australian teachers were analysed to show how teacher thinking related to this distinction. While some teachers held complex conceptions centred on promoting cognitive engagement and student learning, others aligned with engagement in schooling, focusing on generating participation and emphasising positive student affective experiences.
... The conclusion of this research is therefore that the use of Iranian stories allowed Iranian students to predict the meaning of the story and facilitate linguistic analysis, because of their familiarity with the content of the story. The use of such learning strategies and students' investment in learning are related to cognitive engagement (Harris, 2011). When students use cognitive strategies that promote understanding, they are cognitively engaged in the learning environment. ...
... Students' levels of enjoyment, confidence, boredom or anxiety constitute affective/emotional components of engagement (Lawson and Lawson, 2013;Harris, 2011). In the context of retelling culturally familiar stories, students' positive or negative feelings in the classroom therefore constitute their affective/emotional components of engagement and their levels of participation, their involvement in school constitutes their behavioural components of engagement (Fredricks et al., 2004;Harris, 2011). ...
... Students' levels of enjoyment, confidence, boredom or anxiety constitute affective/emotional components of engagement (Lawson and Lawson, 2013;Harris, 2011). In the context of retelling culturally familiar stories, students' positive or negative feelings in the classroom therefore constitute their affective/emotional components of engagement and their levels of participation, their involvement in school constitutes their behavioural components of engagement (Fredricks et al., 2004;Harris, 2011). Cultural familiarity can contribute to students' engagement in the foreign language classroom. ...
There has been increasing interest among TESOL teachers in the use of literary text as a resource in language learning, because it enhances students’ language skills and educational potential. This case study explores students’ engagement with Homer’s Odyssey as a culturally familiar literary text in their learning of English as a foreign language, in a Cypriot secondary school context. As a teacher-researcher, I designed and delivered an intervention of nine sessions to three classes of twenty Year 2 students. Reader-response theory was used to explore students’ reactions to the literary text. This study provides a new context, secondary school setting; most of the previous empirical studies have been undertaken in university settings and have focused on reading comprehension. The present study focuses on students’ voices, through exploring their perceptions and their responses to the literary text. The findings revealed students’ positive engagement, through their active involvement in the sessions and their enjoyment of the classes. Students’ emotional engagement with the text made them enrich their vocabulary and engage in writing and speaking tasks. Cultural familiarity provides appropriate scaffolding for teachers to use literary text in EFL teaching; culturally familiar literary text can enhance language teaching when used as an additional material to EFL curriculum. This teaching approach can therefore serve as a guideline for language teachers and for curriculum enhancement purposes.
... Student engagement is a problematic concept. It is often understood differently by different actors [10,11]. In the academic literature there are equally divergent definitions of student engagement, but there seems to be a consensus that it is a multidimensional construct including behavioural, emotional and cognitive dimensions [12]. ...
... While participation is often seen by educators as a sign of engagement [11], the contribution metrics provided by LMS merely measure digital participation. Jarke and MacGilchrist's [7] analysis of Brightspace is particularly interesting in this respect. ...
... Apps and colleagues [18], for instance, found that teachers did not consider the data provided by Epic! a useful indicator of their students' engagement with reading. However, engagement data have the potential to gradually shift understandings of engagement which previously may only have been informed by policy frameworks or cultural beliefs [11]. It is important to keep track of how perceptions of engagement are being redefined in the datafied school. ...
In this commentary paper, I will introduce the concept of engagement data. I define engagement data as the digital metrics, calculations and visualisations that are deemed to give an insight into students’ on-task behaviour, their participation, their perceived capacity to pay attention, or their (technical) interactions with an educational platform. These kinds of data are common in Learning Management Systems and learning content platforms on which schools increasingly rely. The categories of engagement data discussed in this paper include time spent on-task, task completion, contribution, and biometric data. Besides conceptualising engagement data,this paper invites both scholars and educators to reflect critically on the datafication of engagement. I will argue that engagement data only offer a limited, quantified idea of student engagement and that this has far-reaching implications for children’s digital rights. Children’s behavioural data is harvested without their explicit consent or knowledge. These engagement data then become prescriptive constructs used for monitoring and accountability purposes, ignoring children’s voice in relation to their own (dis)engagement.
... During interviews, we asked teachers to provide their definitions for engagement, describe their teaching strategies for engaging students, and describe their observations of engagement during a video clip from their own classroom. We interpreted teachers' talk to identify how they described the nature of mathematics engagement (dimensions such as behavioral, cognitive, affective, and/or social engagement) and purposes of engagement (engagement in learning or in schooling [Harris, 2011]). When teachers described the purpose of engagement as engagement in learning, they also tended to describe the nature of engagement with cognitive and social dimensions and with multiple dimensions of engagement. ...
... These teachers' students were observed to be more enthusiastic during mathematics class (affective engagement) and more likely to be discussing mathematics (social engagement) compared to students of teachers without this support. Harris (2011) illustrated secondary English teachers' descriptions of student engagement in Australia as aligning either with engagement in learning or in schooling. Engagement in learning was indicated by teachers' talk about engagement as cognitive (metacognition, thinking, how students occupied their minds), when students saw purpose in their Content courtesy of Springer Nature, terms of use apply. ...
... When teachers spoke about engagement in schooling, the focus was on compliance with teachers' expectations. According to Harris (2011), "While learning may take place as a result of activities focused on engaging students in schooling, the nature and purpose of that learning certainly merits scrutiny" (p. 384). ...
There is a need for a more robust conceptualization of engagement in mathematics education research. Investigating how teachers describe engagement can provide insight into relationships between purposes of engagement and dimensions of engagement. In this exploratory study, we examined how 28 secondary mathematics teachers in two states in the USA talked about their students’ engagement. During interviews, we asked teachers to provide their definitions for engagement, describe their teaching strategies for engaging students, and describe their observations of engagement during a video clip from their own classroom. We interpreted teachers’ talk to identify how they described the nature of mathematics engagement (dimensions such as behavioral, cognitive, affective, and/or social engagement) and purposes of engagement (engagement in learning or in schooling [Harris, 2011]). When teachers described the purpose of engagement as engagement in learning, they also tended to describe the nature of engagement with cognitive and social dimensions and with multiple dimensions of engagement.
... Of these nine studies, however, only four were conducted with secondary school teachers, with all of these using qualitative methods only (Cothran & Ennis, 2000;Fredricks, Wang, et al., 2016;Harris, 2008Harris, , 2011Zyngier, 2007). Additionally, only two of these studies were completed with Australian secondary school teachers (Harris, 2008(Harris, , 2011Zyngier, 2007), using a similar sampling demographic to the current study. ...
... Of these nine studies, however, only four were conducted with secondary school teachers, with all of these using qualitative methods only (Cothran & Ennis, 2000;Fredricks, Wang, et al., 2016;Harris, 2008Harris, , 2011Zyngier, 2007). Additionally, only two of these studies were completed with Australian secondary school teachers (Harris, 2008(Harris, , 2011Zyngier, 2007), using a similar sampling demographic to the current study. These investigations confirmed the significant role teachers play in student engagement, thus supporting the current investigation into the teachers' role as pivotal because their decisions and behaviours impact student engagement in the classroom (Berry, 2020;Harris, 2011). ...
... Additionally, only two of these studies were completed with Australian secondary school teachers (Harris, 2008(Harris, , 2011Zyngier, 2007), using a similar sampling demographic to the current study. These investigations confirmed the significant role teachers play in student engagement, thus supporting the current investigation into the teachers' role as pivotal because their decisions and behaviours impact student engagement in the classroom (Berry, 2020;Harris, 2011). ...
This article reports on original research investigating the pivotal role that teachers play in student engagement, using a tri-dimensional framework. This framework identifies how teachers’ pedagogical choices impact student engagement in ways that influence students’ external behaviours, internal emotions and internal cognitions. A questionnaire was developed to explore secondary teachers’ (n = 223) perceptions of pedagogies that support students’ behavioural, emotional and cognitive engagement in the classroom. Findings revealed that female participants placed higher importance on pedagogies that support students’ cognitive and behavioural engagement, and participants with leadership roles placed higher importance on pedagogies that support students’ cognitive and emotional engagement. Also emerging from the research was a negative correlation between the importance teachers placed on pedagogies that support cognitive and behavioural engagement and their school’s ICSEA value (the measure of socio-educational advantage in Australian schools). Overall, results support the tri-dimensional framework of student engagement utilised in this study and provide a robust framework for future research to further explore teachers’ pedagogical choices and how these choices impact student engagement.
... Of these nine studies, however, only four were conducted with secondary school teachers, with all of these using qualitative methods only (Cothran & Ennis, 2000;Fredricks, Wang, et al., 2016;Harris, 2008Harris, , 2011Zyngier, 2007). Additionally, only two of these studies were completed with Australian secondary school teachers (Harris, 2008(Harris, , 2011Zyngier, 2007), using a similar sampling demographic to the current study. ...
... Of these nine studies, however, only four were conducted with secondary school teachers, with all of these using qualitative methods only (Cothran & Ennis, 2000;Fredricks, Wang, et al., 2016;Harris, 2008Harris, , 2011Zyngier, 2007). Additionally, only two of these studies were completed with Australian secondary school teachers (Harris, 2008(Harris, , 2011Zyngier, 2007), using a similar sampling demographic to the current study. These investigations confirmed the significant role teachers play in student engagement, thus supporting the current investigation into the teachers' role as pivotal because their decisions and behaviours impact student engagement in the classroom (Berry, 2020;Harris, 2011). ...
... Additionally, only two of these studies were completed with Australian secondary school teachers (Harris, 2008(Harris, , 2011Zyngier, 2007), using a similar sampling demographic to the current study. These investigations confirmed the significant role teachers play in student engagement, thus supporting the current investigation into the teachers' role as pivotal because their decisions and behaviours impact student engagement in the classroom (Berry, 2020;Harris, 2011). ...
This article reports on original research investigating the pivotal role that teachers play in student engagement, using a tri-dimensional framework. This framework identifies how teachers’ pedagogical choices impact student engagement in ways that influence students’ external behaviours, internal emotions and internal cognitions. A questionnaire was developed to explore secondary teachers’ ( n = 223) perceptions of pedagogies that support students’ behavioural, emotional and cognitive engagement in the classroom. Findings revealed that female participants placed higher importance on pedagogies that support students’ cognitive and behavioural engagement, and participants with leadership roles placed higher importance on pedagogies that support students’ cognitive and emotional engagement. Also emerging from the research was a negative correlation between the importance teachers placed on pedagogies that support cognitive and behavioural engagement and their school’s ICSEA value (the measure of socio-educational advantage in Australian schools). Overall, results support the tri-dimensional framework of student engagement utilised in this study and provide a robust framework for future research to further explore teachers’ pedagogical choices and how these choices impact student engagement.
... Student engagement is a broad term that encompasses various definitions. Although research has narrowed it down to four constructs (psychological, cognitive, behavioral, academic), even these definitions remain in relative ambiguity (Borup et al., 2014;Fredericks et al., 2019;Harris, 2011). Psychological engagement includes affective states, such as enjoyment, sadness, sense of belonging, and attitudes toward school (Fredericks, 2014;Harris, 2011). ...
... Although research has narrowed it down to four constructs (psychological, cognitive, behavioral, academic), even these definitions remain in relative ambiguity (Borup et al., 2014;Fredericks et al., 2019;Harris, 2011). Psychological engagement includes affective states, such as enjoyment, sadness, sense of belonging, and attitudes toward school (Fredericks, 2014;Harris, 2011). Cognitive engagement refers to students' commitment to and investment in their learning; this includes goal-setting, work ethic, self-motivation, and self-regulation (Harris, 2011). ...
... Psychological engagement includes affective states, such as enjoyment, sadness, sense of belonging, and attitudes toward school (Fredericks, 2014;Harris, 2011). Cognitive engagement refers to students' commitment to and investment in their learning; this includes goal-setting, work ethic, self-motivation, and self-regulation (Harris, 2011). Behavioral engagement typically focuses on observable behaviors, such as classroom participation and attendance, while academic engagement (which is related to behavioral engagement) focuses on activities, such as assignment completion and time spent doing homework (Harris, 2011). ...
In 2020, the COVID-19 pandemic presented new challenges in education, exposing its limitations and new and existing disparities within the system. While the pandemic has highlighted these issues, it has also provided new perspectives for educational technology and teaching and learning online. Due to shelter-in-place and stay-at-home mandates, many schools were forced to transition classes from in-person to online. As a result, many educators and students were pushed into the unfamiliarity of the virtual classroom. This qualitative instrumental case study sought to capture the lived experiences of K-12 educators who were graduates of an online educational technology program and had been teaching online due to the pandemic from March 2020 to February 2021. The purpose of this study was to describe their experiences and understand how the program may have influenced their self-efficacy to teach online. Data was collected through two methods: (a) questionnaire and (b) focus groups. Ten participants completed the questionnaire, and six of those participants self-selected to be in focus groups. From the questionnaire, four major themes emerged, and seven themes were identified from the focus group data. The two most cited themes were centered around student engagement and participants’ technology backgrounds. The study’s findings revealed that the program was beneficial for most participants and increased their confidence to teach online by equipping them with tools, resources, and strategies that were transferrable to the online environment. Participants primarily used technology skills, social and communication skills, and design skills while teaching online. However, the findings indicated a need to address educators’ professional development in pedagogy skills and management and institution skills, which encompass student engagement and expectations respectively. The current study added to the body of research on educational technology programs and highlights the potential to develop educators’ self-efficacy and knowledge domains beyond the scope of technology knowledge. It addressed a gap in literature exploring educators’ experiences teaching online during COVID-19 and how skills and knowledge from the program may have assisted educators in that transition. Further research was recommended on topics, such as student engagement, equity, hybrid learning, and special education and pre-service educators’ experiences teaching online.
... Participation in these activities is critical for positive academic outcomes and preventing school dropout (Barkaoui et al., 2015;Fredricks et al., 2004;Nguyen et al., 2018). Emotional engagement refers to students' positive or negative responses and attitude to staff or other students and that may indicate their feelings of belonging to school and possibly a factor that may affect their motivation to learn (Barkaoui et al., 2015;Fredricks et al., 2004;Harris, 2011;Nguyen et al., 2018;Van Uden et al., 2013). And Cognitive engagement, which refers to students' commitment and willingness to invest effort in learning. ...
... And Cognitive engagement, which refers to students' commitment and willingness to invest effort in learning. Cognitive engagement includes goal-setting, self-regulation and intrinsic motivation to immerse in intellectual challenges and in mastery of complex tasks and skills (Barkaoui et al., 2015;Fredricks et al., 2004;Harris, 2011;Nguyen et al., 2018;Van Uden et al., 2013). ...
... Barkaoui et al. (2015) mention that the interrelation between the dimension might be hierarchical, placing emotional and cognitive engagement as more important than behavioral engagement. The emotional and cognitive dimensions however, are less examined in research, possibly because they are more abstract and difficult to observe and measure (Fredricks et al., 2004;Harris, 2011). Most research has focused on behavioral engagement as its entities can be fairly operationalized and measured (Fredricks et al., 2004;Harris, 2011;Lawson & Lawson, 2013;Nguyen et al., 2018;Van Uden et al., 2013). ...
This study explores strategies suggested by inservice teachers to enhance students' low behavioral engagement in the classroom. 110 teachers were asked to describe their hypothetical responses to two vignettes depicting an individual-student and a whole-class low behavioral engagement. Based on coding participants' self-reports strategies it was found that the two most common strategies being mentioned to both vignettes were modifying teaching goals and highlighting students' strengths. More varied and richer strategies emerged in response to the individual-student vignette compared to the whole-class vignette. Some of the findings reflect differences among novice, experienced and senior teachers.
... Disengagement is both caused by and contributes to students feeling marginalised, resentful and ineffective regarding their schooling, and is consequently associated with poor academic outcomes (Skinner & Pitzer, 2012). Conversely, engagement in schooling has been positively correlated with improved academic achievement, higher school completion rates and an increased sense of belonging (Harris, 2011). ...
... Interest in the construct of academic engagement and its widespread acceptance as a prerequisite for productive learning has proliferated since the mid-1990s (e.g., Skinner & Pitzer, 2012;Zyngier, 2008). However, the broad range of strategies to enhance student engagement, together with current discourse around engagement reveal that it is a contested concept that is theorised in multiple ways (e.g., Appleton et al., 2008;Harris, 2008Harris, , 2011Parker & Hodgson, 2020). Engagement has historically been considered in terms of three discrete dimensions: behavioural (i.e., easily observable and quantifiable aspects of schooling such as attendance and compliance with school rules); affective (i.e., observable psychological dispositions, attitudes and relationships); and cognitive (i.e., psychological investment in mastery learning and use of strategies; e.g., Allen et al., 2019;Gibbs & Poskitt, 2010;McMahon & Portelli, 2004;Reschly et al., 2020;Zyngier, 2008). ...
... In their review of the research literature, Fredericks et al. (2004) found that while some researchers focused on a single dimension, others contended that all three are equally significant. However, it has also been argued that cognitive engagement is the most important dimension of a hierarchical model (e.g., Harris, 2011). Arguing that 'any adequate treatment of student engagement must transcend … behavioural manifestations', Nystrand and Gamoran (1991) suggested a distinction between procedural and substantive engagement (p. ...
This paper shares findings from a project that examined how schools serving marginalised communities facilitated students’ substantive engagement. Through interviews with students, parents, teachers and school leaders, we determined that substantive engagement was supported by formal and informal strategies that enabled access to rich learning opportunities, the provision of welcoming school and classroom climates, and the enactment of pedagogies of care and school-wide programmes focused on substantive engagement. There were four key areas of substantive engagement: engaging curriculum and pedagogy, engaging school climate, engaging with learners, and engaging with communities. Strategies to support engagement included the removal of barriers to learning, such as assistance with breakfast or public transport, nurturing a positive school climate, providing support for ethnic groups and the delivery of alternative or flexible programmes. Drawing on the findings from five case studies, we propose four principles for substantive student engagement in complex contexts, which will be useful for school leaders and teachers who work in schools that serve marginalised communities.
... Student engagement is a broad term that encompasses various definitions. Although research has narrowed it down to four constructs (psychological, cognitive, behavioral, academic), even these definitions remain in relative ambiguity (Borup et al., 2014;Fredericks et al., 2019;Harris, 2011). Psychological engagement includes affective states, such as enjoyment, sadness, sense of belonging, and attitudes toward school (Fredericks, 2014;Harris, 2011). ...
... Although research has narrowed it down to four constructs (psychological, cognitive, behavioral, academic), even these definitions remain in relative ambiguity (Borup et al., 2014;Fredericks et al., 2019;Harris, 2011). Psychological engagement includes affective states, such as enjoyment, sadness, sense of belonging, and attitudes toward school (Fredericks, 2014;Harris, 2011). Cognitive engagement refers to students' commitment to and investment in their learning; this includes goal-setting, work ethic, self-motivation, and self-regulation (Harris, 2011). ...
... Psychological engagement includes affective states, such as enjoyment, sadness, sense of belonging, and attitudes toward school (Fredericks, 2014;Harris, 2011). Cognitive engagement refers to students' commitment to and investment in their learning; this includes goal-setting, work ethic, self-motivation, and self-regulation (Harris, 2011). Behavioral engagement typically focuses on observable behaviors, such as classroom participation and attendance, while academic engagement (which is related to behavioral engagement) focuses on activities, such as assignment completion and time spent doing homework (Harris, 2011). ...
The Educators' Self-Efficacy Questionnaire was based on a questionnaire by Menon and Sadler (2018). Menon and Sadler's questionnaire incorporated David Palmer's (2006) alternative or sources of efficacy: cognitive pedagogy mastery, cognitive content mastery, and simulated modeling to understand how teacher education programs contribute to pre-service educators' self-efficacy. Cognitive content mastery was not explored.
The questionnaire was condensed and modified to understand how an online educational technology program may have contributed to K-12 educators' self-efficacy teaching online during the COVID-19 pandemic in 2020. The questionnaire was distributed to participants via SurveyMonkey.
... (258) While clearly linked to notions of self-regulation described within cognitive engagement, this dimension more explicitly foregrounds student agency. The importance of student agency within engagement was also noted in Harris' (2010Harris' ( , 2011 study of Central Queensland secondary teachers' engagement definitions and strategies. Here, teachers' most complex engagement strategy was entitled Collaborating, where they described working jointly with students to create curriculum suited to student purposes. ...
... However, teachers' described engagement strategies were not sufficiently well-aligned with previously generated classification systems (e.g. Borup, Graham, and Drysdale 2014;Harris 2010Harris , 2011 to enable a priori codes to be used. Hence, in vivo codes were generated to better describe distinctions between strategies. ...
... As in other studies (e.g. Harris 2010Harris , 2011, teachers shared differing engagement definitions and strategies within the inclusive distance education context. Teachers generally described behavioural and emotional dimensions of engagement, while cognitive dimensions appeared in only some definitions. ...
Compulsory distance education has always sought to be inclusive, providing educational opportunities for K-12 students unable to attend mainstream, face-to-face schools for medical, geographical, or personal reasons. However, how to effectively engage these diverse learners has remained a perpetual challenge, with a need for further investigation into the nature of student engagement with compulsory school distance contexts and how teachers can best support it. This qualitative study used focus groups (n = 2 groups, n = 16 participants) to examine teacher definitions and student engagement strategies within eKindy-12 distance education in Queensland, Australia. Categorical analysis was conducted using a priori codes for definitions, focusing on four previously established engagement types (i.e. behavioural, emotional, cognitive, and agentic engagement), and in vivo codes for strategies. Teacher definitions focused strongly on behavioural engagement, but most also contained elements of emotional and cognitive engagement; agentic engagement was only occasionally evidenced via practice descriptions. Teachers described engaging students by: building relationships, creating a safe classroom environment through differentiation, using inclusive technological tools to facilitate interaction and monitor progress, making learning fun and relevant, drawing on school-wide pedagogical frameworks and teaching strategies, and encourage self-regulation. Findings suggest distance education teachers face unique challenges around evidencing engagement and supporting student agency.
... A semi-structured interview guide was created based previous studies which explored engagement from teachers' perspectives both in traditional classrooms and remote learning (Dolezal et al., 2003;Harris et al., 2022;Harris, 2011), as well as previously identified predictors for engagement (Fredricks et al., 2004;Skinner et al., 2009). The teachers were told that the aim of the interview was to understand how they engage students, to get ideas and insights that can be incorporated in the development of new technology. ...
... The transcribed interviews were analysed with the MAXQDA software, following a thematic content analysis (Braun & Clarke, 2006), and drawing upon the analysis and results of studies that have similarly examined students' and teachers' perspectives of academic engagement (Yusof et al., 2018;Harris, 2011;Fredricks et al., 2019). To begin with, the interview transcript was read to provide a holistic review of encompassed content. ...
Mixed reality (MR) provides new opportunities and affordances for fostering student engagement in remote learning. The current qualitative case study set out to (1) explore teachers’ perspective of academic engagement in traditional classrooms, (2) explore how teachers’ and students’ envision engaging lessons using MR for remote learning, and (3) extrapolate limitations and affordances for the further development of MR for remote learning. Eight students and four teachers from a primary school in Namibia participated. Each participant wore the HoloLens 2, interacting with others who were live streamed from another room. Group interviews with the teachers revealed core practices and strategies focused on the centrality of students, student-teacher relationships, rewards and evaluations, and the physical environment for creating engagement in traditional classrooms. Teachers and students participated in role-plays centered around fostering emotional, behavioral, and agentic engagement in imagined lessons that used MR for live streaming from different locations. The role-playing teachers mainly used verbal practices and strategies for fostering closeness, as well as giving feedback and evaluations. However, many strategies previously named or found in the literature were not enacted and symbolic MR boundaries were crossed. Based on our results, we derived affordances and future directions for the further design and development of MR for remote learning.
... An overview of these five secondary investigations is provided in Table 1. These studies demonstrate the significant role secondary teachers play in student engagement, thus establishing the pivotal role of the teacher and the impact of their behaviours and decisions on student engagement in the learning environment (Berry, 2020;L. Harris, 2011). (2000) secondary teachers (n = 4) students (n = 54) ...
... volved, students are more likely to be actively engaged, as when a teacher interacts with a student, they are less likely to demonstrate off-task behaviour. Relevant to the current study, it can be reasonably assumed that teachers consider certain observable student behaviours to be evidence of students' engagement (Berry, 2020;Boheim et al., 2020;L. Harris, 2011), which may in turn influence the pedagogical decisions they make in the classroom. ...
Student engagement is currently a topical aspect of teaching and
learning due to its influence on students’ learning experiences and
outcomes. The literature delineates student engagement as a malleable construct, involving a student’s behaviour, emotions,
and cognitions, all of which are influenced by the learning context,
and more specifically, by the teacher. Indeed, teachers are pivotal in fostering engagement in the classroom, and their pedagogical
decisions can significantly impact on a student’s engagement. The
aim of this study was to investigate secondary teachers’ understandings of student engagement in relation to three dimensions (behavioural, emotional, and cognitive engagement), using an online questionnaire (n = 223). The study findings indicated that teachers describe an engaged student and define student engagement in quite different ways. Some teachers described student engagement as including only behavioural or emotional or cognitive dimensions, others described it as involving more than one dimension, while yet others defined engagement as necessitating all three dimensions. These findings support the view that teachers’ conceptual understandings of engagement play a key role in their prioritisation of strategies to foster engagement in their classrooms. They also contribute new insights to existing research, prompting a re-imagining of effective approaches to support student engagement in the classroom.
... They also recognized the teacher's ability to employ teaching styles that are engaging, effective, and conducive to learning. [22] outlined that engaging other is fundamental in motivating students. Also, emphasized that teachers must present topics in a manner that cultivates and elevates students' interest levels. ...
... Every teacher should strive to effectively communicate the principles to students, guiding them with a clear message. Furthermore, [22] clarified that teachers should employ an inductive approach for compelling student motivation. This involves presenting relevant examples and scenarios to students and engaging them in discussion to derive conclusions independently. ...
The impact of teacher-student relationship on student perception of the teacher's effectiveness in the delivery of education lies in the limited understanding of how the teacher-student relationship specifically shapes students' perception of the education provided by the teacher. While numerous studies have explored the impact of teacher-student relationships on various educational outcomes, such as academic achievement and student engagement, there is a lack of research specifically examining how this relationship affects students' perceptions of the teacher's educational qualifications. This study aimed to determine whether a positive and strong teacher-student relationship can influence students' perception of their teachers' knowledge and expertise in the subject matter being taught among Bachelor of Technical Vocational Teacher Education (BTVTEd) college students. This descriptive, correlational and causal-comparative quantitative study was conducted to 94 BTVTEd college students of Tagum City College of Science and Technology Foundation, Inc. using an adapted-modified survey questionnaire checklist. In addition, correlation analysis and simple linear regression analysis were used in interpreting the obtained data. Findings showed a high correlation between teacher-student relationship and students' perceptions on teacher's effectiveness in the delivery of education. Thus, teacher-student relationship factor specifically teaching style significantly influences how the BTVTEd college students perceived their teacher's effectiveness in the delivery of education.
... The readiness of students to respond, their verbal participation and enthusiasm in the classroom discussion is also a common indicator of elementary school students' engagement (Barkaoui et al., 2015). Similarly, commitment and effort demonstrated by preschool students are also regarded as similar to student engagement in elementary and tertiary education settings (Fredricks, 2011;Harris, 2011). Even in settings other than preschool, students volunteering and taking the initiative demonstrated that students enjoy and value their learning (Hariss, 2011). ...
... Students' positive affective responses such as excitement, enthusiasm, high interest, and curiosity during their learning, conveyed that they were highly engaged in classroom activities. Literature on preschoolers' affective expressions and their interpretation informs that positive effects signify higher interest and enjoyment, which are strong indicators of student engagement (Harris, 2011;Sönmez & Ceylan, 2016). Similar expressions are also consistent with engagement measurement items of adult learners (Fredricks, 2011) in academic settings. ...
School engagement is at the heart of academic success both for teachers and students at all levels of education. Conceptualizing and examining preschool students' engagement is a complex task, as the engagement of preschool students may vary based on the school and cultural context. Using an exploratory qualitative research design, the current study investigates the conception of preschool students' engagement in the Malaysian context. Seven preschool teachers with significant teaching experience recruited through purposive sampling participated in semi-structured face-to-face in-depth interviews to share their visions of students' engagement. Inductive data analysis suggested that the teachers' conceptions of students' engagements were grounded in students' behavioral (responsiveness, commitment and effort, and body language) and emotional (positive reactions and positive social sense) indicators leaving out cognitive indicators.While the findings provide new, context-specific insights into the conceptualization of students' engagement from collectivist cultures, which uphold respect, compliance, self-control, and order in the classroom settings, it shows teachers' conceptions of engagement are mapped on macro-level observation and completely ignore the micro-level responses of students. The findings discuss the malleable and culturally sensitive nature of school engagement at the preschool level. It discusses its implication for teachers' development and students' engagement at the preschool level.
... Engagement is another theme that is closely related to NVC. Engagement is comprised of three constructs in literature (Anderson, Christenson, Sinclair, & Lehr, 2004;Boykin & Noguera, 2011;Harris, 2011). These three types of engagement are behavioral, cognitive, and affective. ...
... A variety of terms and concepts are used in different disciplines to refer to rapport. These terms include caring (Cooper, 2004;Finn et al., 2009;Morganett, 1991;Nowak-Fabrykowski, 2012;Teven, 2001;Vogt, 2002), relatedness (Bieg, Rickleman, Jones & Mittag, 2013;Roorda et al., 2011;Ryan & Deci, 2000;Vogt, 2002;Wubbels & Brekelmans, 2005), rapport (Tickle-Degnen & Rosenthal,1990;Lammers & Gillaspy, 2013;Zoller, 2015), and engagement (Anderson, Christenson, Sinclair, & Lehr, 2004;Boykin & Noguera, 2011;Harris, 2011). Studies in neuropsychology also support the importance of relationships and their influence on brain development (Adolphs, 2003;Evans & Schamberg, 2009;Leuner, Capaniti, & Gould, 2012;Luby et al., 2012;Spilt, Hughes, Wu, & Kwok, 2012). ...
This study set out to measure the impact of nonverbal communication (NVC) teacher behaviors on student perceptions of rapport and to determine which of these behaviors were conscious. Six teachers at three grade levels were participants in the study. The NV behaviors of teachers were quantified and their effect on student perceptions of rapport was measured by student surveys. Teachers’ awareness of their NVC skills was established thorugh an analysis of interviews. The mixed-methods convergent parallel methodology contributed to a rich collection of data that was analyzed using multiple strategies. The literature provides extensive evidence that NVC behaviors contribute to student perceptions of rapport. Evidence is particularly robust at the college level (Andersen,1980 ; Finn et al., 2009; McCroskey et al., 1995). This study resulted in multiple findings. The teachers in this study shared a wide variety of NV behaviors that contributed to rapport, although with varying levels of awareness. The level of awareness did not have an impact on student perceptions of rapport, consistent with Pentland and Heibeck’s (2010) study. Finally, although the study makes a contribution to future research, teachers’ NV behaviors did not yield significant results when correlated with perceptions of rapport.
... According to Lewis et al. (2011), the cognitive dimension of engagement lacks attention from the literature. Several authors have related cognitive engagement to students' use of cognitive strategies and considered the adoption of a deeper approach to learning, centered on understanding and connecting ideas, as these are both considered signs of students' investment (Fredricks et al., 2004;Harris, 2011;Korhonen et al., 2017). When adopting a deep approach, students attribute a personal meaning to the contents, by relating new ideas to their previous knowledge and experiences in the surrounding world. ...
... -In this study, cognitive engagement was assessed through students' approaches to learning, the surface approach being considered a sign of low cognitive engagement, and the deep approach exemplifying high cognitive engagement (Fredricks et al., 2004;Harris, 2011). Approaches to learning were assessed with the Study Processes Inventory for university students , composed of 12 items, representative of two dimensions: surface approach and deep approach. ...
The current study aimed to analyze the relationships between students’ background variables (students’ academic preparation and sociocultural status), students’ cognitive and behavioral engagement, and an outcome variable (academic achievement). One sample of 380 first-year students who were studying in different scientific areas participated in the study. Students answered a questionnaire at the beginning and at the end of their first semester in college. To increase ecological validity, students’ cognitive and behavioral engagement and academic achievement were assessed using a specific curricular subject of the course as a reference. Students’ grades were collected through academic services. Data from both time points were analyzed with a structural equation model (SEM), and data showed a goodness of fit of SEM in both time points. Findings indicate that cognitive and behavioral engagement mediated the relationship between students’ background variables and their academic achievement. The analysis of both SEM allows us to understand that academic achievement at the end of the semester is closely related to what happens at the beginning of the semester (e.g., approach to learning, study time). Thus, promoting students’ engagement at the beginning of the semester should be considered a priority, as the first part of the first semester represents a critical period for students and for their integration in college. Thus, universities should consider improving their mechanisms of collecting information to allow for early identification, support, and monitoring of students at risk of dropping out, showing high level of disengagement and low academic achievement.
... According to Arifah (2014), access to the Internet will help motivate readers to learn. Therefore, in learning English, we know that using ICT in teaching and learning English makes students tend to have positive awareness and attitudes towards integrating ICT in the classroom (Boutonglang & Flores, 2011;Harris, 2011). There are many Internet-based target language materials and resources available to learners that they can choose from depending on their needs, goals, styles, strategies, and preferences. ...
In the modern educational landscape, Information and Communication Technology (ICT) has become a key tool in the field of education, especially for English language learning. Therefore incorporating ICT into English learning is gradually becoming popular among EFL students to hone their English language learning. This study aims to investigate the EFL students’ perceptions of the use of ICT in English language learning at a private university in the Mekong Delta of Vietnam. The research design is based on a sequential explanatory mixed methods design, including quantitative data through direct surveys using questionnaires and qualitative data through interviews. Quantitative data was collected through a questionnaire consisting of 22 closed-ended questions with 180 respondents. The findings indicated that the participants had positive attitudes toward the use of ICT in their English language learning.
... In our analysis, we strove to understand how teachers described enacting rough draft math or how they experienced the phenomenon (Boadu, 2021). We present this evidence to illustrate how this population of teachers conceptualized their teaching practice (Harris, 2011). Through characterizing RDM through teachers' voices, we hope that our findings provide credibility and resonance for researchers and teachers (Tracy, 2010). ...
Rough draft math [RDM] (Jansen, 2020a) occurs when a teacher invites students to share their in-progress thinking and provides opportunities for students to revise their thinking. RDM could be viewed as an approach to ambitious teaching because it is a practice when teachers elicit and respond to students’ thinking to support their learning, which is productive, and their positive identity development, which is powerful. The purpose of this study was to identify salient and feasible enactments of rough draft math, as described by teachers after they have learned about RDM through a book study and/or professional development. We interviewed 32 teachers in eight states in the USA, and we identified variations among the two most feasible and salient enactments of RDM: (1) inviting students to revise and (2) purposeful task selection and implementation. Variations in revising enactments included providing students with structured or unstructured revision opportunities and different ways teachers incorporated revising into their assessment practices (either test corrections or student self-assessment). Variations in task selection included modifying curricular tasks or using instructional routines intentionally. Variations in task implementation included implementing tasks to reinforce content or develop new understandings. We developed conjectures about the ways in which these variations could provide powerful or productive opportunities for students.
... Teachers who feel bound by their profession as teachers in schools are teachers who are believed to be able to share knowledge. Teachers who have a professional attachment to school will try their best to work and empower all their potential so that students will feel the impact of the teacher's enthusiasm (Harris, 2011). Teachers will try to display positive behavior, have a proactive perspective in understanding work problems through a series of activities that go beyond existing rules, and aim to give a positive voice to their organization (Hakanen et al., 2006). ...
The purpose of this research is to describe the innovative work behavior of vocational high school teachers in terms of servant leadership which is intervened by knowledge sharing. This research uses a quantitative approach with a survey method. The sampling technique was simple random sampling which came from vocational high school teachers from the provinces of East Java, Central Java, West Java, DKI Jakarta, Banten, Riau Islands, and South Sumatra with a total of 165 teachers. Data analysis techniques using descriptive analysis and path analysis. Results: The dimension of the teacher's innovative work behavior, namely with the intent of benefit to the organization has the highest score and the idea promotion dimension has the lowest score. Servant leadership has a positive and significant influence on knowledge sharing with a contribution of 42.3%. knowledge sharing has a positive and significant influence on innovative work behavior with a contribution of 58.4%. Knowledge sharing cannot be an intervening variable of servant leadership on innovative work behavior because the path analysis results show that servant leadership does not directly affect innovative work behavior through knowledge sharing. The implication is that city or district education offices must further enhance the idea promotion exploration of teachers through training or workshops and maintain that with the intent of benefit to the organization of teachers through servant leadership style and knowledge sharing of teachers and school principals.
... What steps are to take to support students who refuse to engage in their own learning? It is documented that students' engagement also means that they attend school every day, they comply with school rules, and they participate in classroom and extracurricular activities (Harris, 2011). ...
Teaching and learning are important educational processes that prepare young people for the greatest common good. This common good is not conditioned by the requirements of young people but by the requirements of the human family. The greatest good demands that young people, regardless of their abilities or disabilities, race, language, or religion receive the best educational opportunities of their generation. To fulfil their aspirations, all methods of differentiation must be utilised to provide the greatest educational opportunities for all. In this study, the aim was to understand how differentiation processes are harmoniously used by teachers to provide successful engagement of students. The study was carried out by reviewing the literature on how differentiation of instructions, curriculum, and assessment improves the engagement of students in secondary school settings. Differentiation is a framework of teaching that aims to address individual learning needs and maximise students' learning opportunities, which may then lead to a positive change in students so that they can achieve positive learning outcomes. It is reported that once the instructions and curriculum are differentiated, different types of assessments can be created to meet the diverse needs of the students. Because students in the classrooms are not homogeneous, they bring with them a conundrum of issues, which can only be resolved when teachers become part of the solution, differentiating not only their teaching styles but also their programs of teaching. The teachers can then produce assessments that are pitched at the right level to test whether the students have understood the concepts taught.
... Combining online and face-to-face learning can expand student thinking, increase student engagement, and leverage technology as a learner-centered approach [56]. Student participation in learning with the teacher and student interaction provides emotional engagement [57] which is important in the academic performance of students [58]. ...
p>The critical and creative thinking skills of Indonesian students are relatively low from countries in the Malay family such as Malaysia and Singapore. This research aims to improve students’ critical and creative thinking skills through the use of Science, Technology, Engineering, Art, Mathematics (STEAM) based blended learning. This research is a quasi-experimental study using a nonequivalent pretest-posttest control-group design. The sample consists of 180 junior high school students in Yogyakarta, Indonesia. The samples in this study are 90 experimental class students and 90 control class students selected by random sampling cluster techniques because the selected samples come from individual groups or clusters. The instrument in this study consists of six questions in the form of essay questions. Test questions are analyzed using the gain score test and Kruskal-Wallis with SPSS 22. The results show steam-based blended learning can improve critical and creative thinking skills on all indicators with medium to high categories. The improvement of students’ critical and creative thinking skills in experimental classes is higher than that of the control class. In addition, there are differences in learning outcomes between control classes and experimental classes. STEAM-based blended learning can be an alternative for teachers to solve the problem of low critical and creative thinking skills.</p
... Lastly, the findings demonstrated that participants' perception in relation to their interest and engagement in the lessons before and after the intervention remained without any change (Heflin, Shewmaker & Nguyen 2017:91). Similarly, researchers such as Liem and Martin (2012), Harris (2011) and Velandia (2008) agree that engagement in learning is closely related to motivation, in which learners are committed to master a task, activity or learning strategy. ...
Due to the impact of the internet and technology on the millennials generation, the teaching and learning process must be integrated by both trends, as they can increase university students’ motivation as well as their levels of class participation. This integration can be achieved through potential and authentic pedagogical strategies: warm-up activities using smartphones and a technological tool called Quizizz. The objectives of this study were: 1) to identify if students increased their class participation after using quizzes and smartphones as a warm-up strategy, and 2) to explore the perceptions of the students about their level of class participation. Data were collected with the application of three instruments (the teacher's diary, a classroom map, a students' perception scale) and also a combination of a qualitative and a quantitative data analysis. The results of this study pointed out that all of the 47 participants improved their willingness to participate in class. However, their own perceptions about participation did not show any particular change. In other words, the students´ willingness to participate in class positively changed, but their own perceptions about participation remained the same before and after the application of these strategies.
... There is a growing international research interest in student engagement and its relationship to learning (Fredricks et al., 2004;Harris, 2011;Lee et al., 2021;Pino-James & Nicolás Pino-James, 2018;Parsons et al. 2018). Research suggests that engagement is a reliable predictor of future academic performance and is associated with long-term positive outcomes (Fredricks et al., 2004;Shernoff, 2013;Upadhyaya & Salmela-Aro, 2013). ...
This article reports on the implementation of a formative assessment tool (the Writing Engagement Scale, or WES) in grades 3–5 in schools in the United States. We used confirmatory factor analysis (CFA) to collect validity evidence for the WES for our population. Results demonstrated acceptable validity and reliability. In addition, survey results indicated that teachers perceived the WES to be useful as a formative writing assessment. We make the case that the WES provides an opportunity to inform teachers’ practice and help researchers understand the dimensions of students’ engagement in writing.
... Esto es, precisan de su estudio desde enfoques comprehensivos que permitan conocer y analizar en profundidad sus claves políticas, institucionales, organizativas y pedagógicas, acordes con el propósito de dilucidar en qué medida realmente contribuyen a lograr unos determinados resultados de aprendizaje e implicación de su alumnado. Se sigue así la estela de investigaciones precedentes el ámbito de estudio que aquí concierne, desde las que se reafirma la necesidad de apostar por enfoques más profundos y flexibles (cualitativos), que, junto a las cifras (cuantitativos), permitan dar voz y conocer las propias vivencias de sus principales afectados (Christenson, Reschly & Wylie, 2012;Fredericks, Blumenfiel & Parris, 2004;González, 2015;Harris, 2011;Symonds y Hargreaves, 2016). Asimismo, son diversos los metodólogos que reconocen la pertinencia del Método Mixto de investigación (en adelante, MMI) para el estudio de problemas educativos de tal naturaleza y complejidad como el que aquí nos ocupa (Creswell, 2015;Hernández-Sampieri, Fernández y Baptista, 2014;Merters, Bazeley, Bowleg, Fielding, Maxwel, Molina-Azorín & Niglas, 2016). ...
Se aportan algunas consideraciones sobre la pertinencia del Método Mixto de Investigación (MMI) para el análisis de programas de re-enganche. En particular, las Aulas Ocupacionales en la Región de Murcia (España). A raíz de la revisión bibliográfica, legislativa y metodológica realizada en el contexto de una Tesis Doctoral, se parte de posicionamientos críticos teórico-políticos sobre el empleo predominante de estudios cuantitativos para estudiar problemáticas como fracaso, abandono o desenganche escolar, que pueden proporcionar repuestas simplistas limitando la concreción de metas y responsabilidades. Se sugiere el empleo de enfoques más profundos y flexibles (cualitativos) que, junto a las cifras, permitan dar voz y conocer las vivencias de sus implicados. Los resultados, de una parte, justifican el MMI como una tercera vía de indagación (junto al enfoque cuantitativo y cualitativo) en la investigación social y educativa; aporta, desde una mirada más flexible, funcional, conciliadora y enriquecida, nuevas formas de aproximación y solución. De otro, evidencian diversas dificultades: necesidad de justificar y explicitar su adecuación para mitigar susceptibles cuestionamientos; mayor tiempo y recursos; entrenamiento, conocimientos y habilidades en métodos cuantitativos y cualitativos; diferentes ritmos y tiempos de indagación. Las conclusiones subrayan la importancia y pertinencia del MMI en el estudio de realidades y problemáticas educativas de gran complejidad como las analizadas en el marco del Aula Ocupacional, permitiendo indagar en sus múltiples planos y condicionantes de forma interconectada, en consonancia con los posicionamientos teóricos de partida (enfoque ecológico del riesgo escolar y enfoque multidimensional de School Engagement).
... In terms of engagement, a distinction needs to be made between school engagement and engagement in learning [57,58]. This research is focused on engagement in learning grounded in the classroom context [59][60][61] as this type of engagement is deemed to be malleable through pedagogical interaction [62]. ...
Digital video has become a dominant form of student learning in and beyond the classroom, and thus its pervasive nature in contemporary learning environments commands scholarly inquiry. In this paper we explore a participatory design-based research approach to the integration of video hook technology in the post-primary science classroom (students aged 12–15). Video hooks were designed with the intention of engaging students and augmenting their interest in science. Teachers across ten schools voluntarily agreed to implement the video hooks, and with their students (N = 128) engage in a qualitative, observational methodology to ascertain their effect. Triangulated data was collected through teacher interviews (N = 10), structured lesson observation and researcher journal documentation. Results reveal that student reaction was instant and impactful with evidence of both triggered and maintained student interest.
... In terms of engagement, a distinction needs to be made between school engagement and engagement in learning [57,58]. This research is focused on engagement in learning grounded in the classroom context [59][60][61] as this type of engagement is deemed to be malleable through pedagogical interaction [62]. ...
Digital video has become a dominant form of student learning in and beyond the classroom, and thus its pervasive nature in contemporary learning environments commands scholarly inquiry. In this paper we explore a participatory design-based research approach to the integration of video hook technology in the post-primary science classroom (students aged 12–15). Video hooks were designed with the intention of engaging students and augmenting their interest in science. Teachers across ten schools voluntarily agreed to implement the video hooks, and with their students (N = 128) engage in a qualitative, observational methodology to ascertain their effect. Triangulated data was collected through teacher interviews (N = 10), structured lesson observation and researcher journal documentation. Results reveal that student reaction was instant and impactful with evidence of both triggered and maintained student interest.
... As interest in the construct of engagement has proliferated since the 1990s (Skinner & Pitzer, 2012;Zyngier, 2008), so too has the recognition that even though 'we know it when we see it, and we know when it is missing' (Newmann, 1986, p. 242), engagement is a messy construct which is complex and perceptually elusive (Fielding-Wells & Makar, 2008;Harris, 2008Harris, , 2011. Research suggests that this is because substantive engagement, defined by the internal processes which sustain an authentic commitment to academic work (Newmann, Wehlage, & Lamborn, 1992;Nystrand & Gamoran, 1991), is often difficult to distinguish from procedural engagement, which refers to easily visible compliance and competently going through the activities of schooling (Nystrand & Gamoran, 1991). ...
This chapter presents some innovative educational leadership initiatives and programs designed to support and engage young people in secondary schooling in complex settings. Data from various case studies are shared to demonstrate school-level strategies that help keep students who are in danger of disengaging from education, not only in school but enthused about their learning. In this chapter, we emphasise strategies for school leaders and outline a series of principles for engaging with young people in mainstream school settings that have complex features, including: rural and remote locations; high proportion of students from Indigenous or English as an Additional Language or Dialect backgrounds; low-SES/high-poverty; and drought-affected regions and areas of low employment. We argue for the importance of community connectedness as a core pillar of engaging with young people in meaningful learning, as well as for a variety of deeply contextualised, local practices that best meet the learning needs of students within their local communities.
... Lastly, the findings demonstrated that participants' perception in relation to their interest and engagement in the lessons before and after the intervention remained without any change (Heflin, Shewmaker & Nguyen 2017:91). Similarly, researchers such as Liem and Martin (2012), Harris (2011) and Velandia (2008) agree that engagement in learning is closely related to motivation, in which learners are committed to master a task, activity or learning strategy. ...
Due to the impact of the internet and technology on the millennials generation, the teaching and learning process must be integrated by both trends, as they can increase university students’ motivation as well as their levels of class participation. This integration can be achieved through potential and authentic pedagogical strategies: warm-up activities using smartphones and a technological tool called Quizizz. The objectives of this study were: 1) to identify if students increased their class participation after using quizzes and smartphones as a warm-up strategy, and 2) to explore the perceptions of the students about their level of class participation. Data were collected with the application of three instruments (the teacher's diary, a classroom map, a students' perception scale) and also a combination of a qualitative and a quantitative data analysis. The results of this study pointed out that all of the 47 participants improved their willingness to participate in class. However, their own perceptions about participation did not show any particular change. In other words, the students´ willingness to participate in class positively changed, but their own perceptions about participation remained the same before and after the application of these strategies.
... To use in-class problem-solving activities, the instructor must provide the appropriate environment for the active participation of the students as the learning activities must be completed within the scheduled time. The participation of the learners within the course from an emotional and behavioural point of view is directly related to the interaction between the instructor and the student (Harris, 2011). This interaction also plays an important role in the academic performance of the student (Lee, 2012). ...
The purpose of this quantitative study was to determine the effectiveness of blended learning within the context of a science education methods course for early childhood elementary preservice teachers in Turkey. Elementary teachers historically fear science and avoid using it in their classes. This course was blended to allow the
students to experience active science learning during face to face sessions. Student perceptions about their experiences in a blended methods course were collected using a previously validated survey. The data analysis of the post-test only survey research design demonstrated that students’ perceptions were positive towards the use of blended learning within their science education methods course. However, the analysis determined that students felt that certain technical aspects of the blended learning environment hindered their learning.
... Emotional engagement is concerned with students' positive and negative affective reactions to teachers, schoolwork, peers and school and reflects emotions and other non-cognitive aspects such as interest, values and attitudes. Cognitive engagement is linked to improving student learning (Harris 2011) and draws from two perspectives: psychological investment in learning, which emphasises the efforts students make; and practices used to enhance learning and instruction, such as self-regulation strategies and metacognitive processes (Fredricks et al. 2004;Fredricks et al. 2016). ...
Student engagement in mathematics in the early secondary years can be fragile. Engagement in learning fluctuates in response to students’ mathematics experiences and is underpinned by numerous adaptive and maladaptive factors. Thirty-seven 11–12 year old students (grades 6–7) responded twice to a questionnaire to measure shifts in their engagement and motivation over a 1-year period as they transitioned from primary to secondary school. When plotted on spider graphs, the results of specific adaptive and maladaptive factors visually demonstrate “in and out” movements as students’ engagement levels shifted from time 1 to time 2. Subsequent semistructured interviews complemented questionnaire data by eliciting student beliefs about their achievement, feelings and behaviours towards mathematics. Interview data shed light on the reasons for individual student shifts in motivation and engagement during the transition. Together, data reveal four unique engagement/achievement characteristics. Significantly, students who were more alike in terms of their engagement reported similar factor patterns regardless of their achievement level. Findings draw attention to the importance of addressing mathematics engagement for students of all achievement levels.
Background and Objective: Assignment is an activity given to learners after teaching and can be done in the classroom under teacher's supervision or outside the classroom. Some of the assignments that are done as a part of classroom work in the learning environment are called class assignments, and others are taken home by the learner so that they can benefit from parents' assistance in addition to teacher support. Thus, part of the learner's time outside the school environment is devoted to homework. In general, homework is an important principle in the teaching-learning process. Researchers believe that classroom assignments provide learners with the opportunity to practice more on the concepts presented in class. Teachers also use classroom assignments to help learners learn and engage after class time, and parents become aware of their children's learning process. This research has been conducted to examine the effect of type of structured and semi-structured tasks on the behavioral engagement and motivational engagement of students in Educational Sciences in academic year of 2016-2017. Methods: The research method was quasi-experimental with pre-test and post-test with a control group. The statistical population included all the students of Bu-Ali Sina university in the field educational science in academic year of 2016-2017. Of these, 30 students were selected through a random sampling procedure and were randomly assigned to experimental and control groups (15 per group). A group with structured task and another with semi-structured assignments. Data was collected by Thinou's Engagement Questionnaire (2009). Validity of this questionnaire has been obtained through content validity and formalism, and reliability of the questionnaire in the internal consistency of the questionnaire, using Cronbach's alpha was 0.96 and in the sub-components this value for behavioral involvement was 0.90 and motivational engagement 0.92. To analyze the data, descriptive statistics including frequency, mean, standard deviation and inferential statistics including independent sample t-test and covariance analysis test were used. Findings: The results revealed that there is no difference between the type of structured and semi-structured tasks and student motivational and behavioral engagement. Conclusion: Based on the findings of this study, it can be said that both types of tasks, semi-structured and structured, provide engaging conditions for learners. Semi-structured tasks, due to their greater degree of independence and identity, lead to learners' commitment, satisfaction and the structure of the learner's intellectual control. Structured assignments, due to their features such as regularity and similarity to the structure of long-term memory, as well as careful planning and scheduling, make people less stressed make them do their homework without ambiguity, and as a result, the person does the without worrying about running out of time. They also increase a person's emotional involvement.
The impact of teacher-student relationship on student perception of the teacher's effectiveness in the delivery of education lies in the limited understanding of how the teacher-student relationship specifically shapes students' perception of the education provided by the teacher. While numerous studies have explored the impact of teacher-student relationships on various educational outcomes, such as academic achievement and student engagement, there is a lack of research specifically examining how this relationship affects students' perceptions of the teacher's educational qualifications. This study aimed to determine whether a positive and strong teacher-student relationship can influence students' perception of their teachers' knowledge and expertise in the subject matter being taught among Bachelor of Technical Vocational Teacher Education (BTVTEd) college students. This descriptive, correlational and causal-comparative quantitative study was conducted to 94 BTVTEd college students of Tagum City College of Science and Technology Foundation, Inc. using an adapted-modified survey questionnaire checklist. In addition, correlation analysis and simple linear regression analysis were used in interpreting the obtained data. Findings showed a high correlation between teacher-student relationship and students' perceptions on teacher's effectiveness in the delivery of education. Thus, teacher-student relationship factor specifically teaching style significantly influences how the BTVTEd college students perceived their teacher's effectiveness in the delivery of education.
This chapter reports on research investigating how Australian secondary teachers (n = 237) understand student engagement and prioritise teaching strategies to improve student engagement in the classroom. The chapter commences by defining student engagement, and exploring the teacher’s role in improving student engagement according to research. Key findings from the study provide insight into teachers’ understandings of student engagement, their prioritisation of pedagogies to support student engagement in relation to behavioural, emotional and cognitive engagement, and the (mis)alignment between understanding and practice that exists for some teachers. Contextual factors that impact teaching for student engagement are discussed, with a model proposed as a teaching/professional learning resource for teachers and schools to use to re-imagine pedagogical approaches to support student engagement in the classroom. The aim is to ameliorate teaching for engagement both for practicing teachers and at the undergraduate level of teacher training.
Purpose: The aim of the study was to examine the effect of flow of information on student engagement in public universities in Kenya Methodology: The study used a mixed research design with both qualitative and quantitative research methods. The target population was all the students in the public universities within Nairobi City County. A sample of 384 students was drawn from the five public chartered universities’ main campuses, using a combination of various probability sampling techniques including stratified, simple random sampling and systematic sampling. The academic registrar in each of the university was sampled for interviews using purposive sampling. The research instruments for this study were self-administered questionnaires for students and semi-structured interviews for the registrars. Quantitative data was analyzed using the SPSS software and the inferential statistics used were descriptive, correlation, regression and ANOVA analysis. Qualitative data was analyzed for themes, and triangulation of both quantitative and qualitative data done. Findings: Lateral communication (student-student) is well established in public universities and students easily share information with one another. Downward (management-student) and upward (student-management) communication was however wanting with students feeling that they are not consulted enough even on issues that directly affect them. This is despite having representation by their student representatives at various levels of the decision-making processes in the university. Students also stated that they could not freely communicate their opinions to the management despite being provided with channels to do so. Unique Contribution to Theory, Practice and Policy: The study was guided by the Organizational Information Theory (OIT). The study therefore recommended that better ways of engaging students directly, such as meetings could also be considered instead of relying on student leadership representation alone. Public universities should establish clear and comprehensive communication policies that outline the channels, frequency, and modes of communication between the institution, faculty, and students.
There has been a considerable number of studies related to the use of ICT in English as a Foreign Language (EFL) context. However, only a limited amount of research that examines the practice of ICT teaching and learning to EFL students has been conducted. Hence, this study intends to address this issue. Specifically, it aims to investigate the perception of students of English Education Program towards ICT in ELT course. This research applies qualitative approach with case study research design. The data were collected from observation in ICT in ELT course in Brawijaya University and there were three classes being observed. In addition, interviews with students were also conducted. The study employs purposive sampling, and from each class, three participants were selected based on recommendation from the instructors. A total of 9 students were then chosen as the participants in this study. The research findings show that all the research participants agree that it is important for English Education students to learn ICT. Furthermore, related to their preference in ICT teaching method, 44% of the respondents argued that online learning is better while the other 56% prefers offline face-to-face meeting. Finally, it is found that all of the respondents have positive perceptions about the ICT course. The ICT course was depicted as fun and necessary, important, exciting, helpful, and useful.
Promoting students’ engagement in classrooms is among the most significant challenges faced by teachers in virtual classrooms. Prior research has investigated the effectiveness of using teacher autonomy supportive style (TASS) during in-person classes (Jang et al., 2010; Li et al., 2020; Núñez & León, 2019; Reeve et al., 2004). However, limited research has been conducted in virtual classrooms (Bedenlier et al., 2020; Chen & Jang, 2010; Chiu & Hew, 2018). Ryan and Deci (2020), suggested that further research should focus on student engagement within virtual classrooms. Moreover, although EFL teachers often struggle to engage their students (Susanti, 2020), the majority of the related studies have been carried out in various learning contexts (Jang et al., 2010; Li et al., 2020; Shih, 2008). Most of this limited body of literature in the EFL context is composed primarily of quantitative research collected through cross-sectional study designs. Evidence suggests that this gap can be addressed by conducting well-designed qualitative studies investigating student engagement (Fredricks et al., 2016; Harris, 2011; Zyngier, 2008). Thus, there is an urgent need for research that tackles these gaps effectively.
School closures due to the COVID-19 pandemic have had a major impact on teaching activities. Adopting a mixed-methods design, this study aims to categorize daily instructional practices in the early stages of school closure using two-cycle content analysis, present the transition of the categories over days, and test the differences between categories using ANOVA. A total of 48 high school teachers with varying levels of teaching readiness (measured by online professional development experience and distance teaching TPCK) kept teaching logs where they recorded daily teaching practices and assessed teaching satisfaction and perceived student engagement. They also submitted diary entries to report episodic optimal experience. Four salient emergency online teaching patterns emerged, which were further interpreted based on the Community of Inquiry framework (Garrison et al., 1999) as four orientations: 1) low social low cognitive, 2) low social high cognitive, 3) high social low cognitive, and 4) high social high cognitive. Daily transition of these orientations revealed slight to medium changes. Teachers adopting different orientations were found to differ in terms of teaching readiness, teaching satisfaction, and perceived student engagement. No difference was shown in optimal experience. The results inform future professional development programs how to prepare high school teachers for the next emergency crisis.
This study assessed the impact of the Leadership Training program using Appreciative Inquiry to continue the positive impact in a car dealership on the east coast of the United States. Seven participants interviewed described the strengths and opportunities of the program as transformational leadership through mindfulness and communication. The study may contribute to the use of AI in other program assessments.
Team intuition and creativity are growing research areas in the new product development (NPD) literature. However, past studies superficially investigated the relationship between team intuition and team creativity, in terms of team outcome, based on the narrow conceptualization and operationalization of team intuition in the NPD literature. In this study, we first explore the different aspects of team intuition by conducting 18 interviews on 4 different NPD projects in a phenomenographic study. We discover that team intuition has different aspects, namely, the holistic, affective, inferential, attitudinal, free, social, and moral in this qualitative study. We also noticed that each aspect has different features that distinguish it. Second, we tested the effect of team intuition aspects on team creativity, using a fuzzy-sets qualitative comparative analysis (fsQCA) in a quantitative study. By investigating 148 NPD teams, we found that affective intuition is a core and yet still an absent condition for full higher team creativity. Inferential intuition is a core and necessary condition for higher team creativity. In a complementary Partially Least Square (PLS) analysis, we found that the positive influence of affective intuition on team creativity is achieved by using other team intuition aspects (i.e., social, free and attitudinal aspects). We also determined that moral and social intuition are the gateways between affective intuition and other intuitions, i.e., free, inferential, holistic, and attitudinal. Further, we found that inferential intuition is positively associated with team creativity. We then discussed the theoretical and managerial implications of all our findings.
Several key teacher learning paradigms have supported the expediency of collegial work and peer support for learning and development among teachers. Amongst other domains, one significant collaborative model in teaching English as a foreign language (EFL) is peer observation where there are ample opportunities for professional growth. There is much research on peer observation among pre-service EFL teachers in which efficiency of modelling and constructive feedback is evident. In-service teachers has had little attention in relation to teachers’ beliefs and attitudes towards the collaborative model of peer observation at later stages of teachers’ careers. This study examines how in-service EFL teachers perceives peer observation and its impact on their development within this collaborative framework. It also investigates the factors that contribute to the formation of these beliefs and perceptions. Three semi-structured interviews were conducted with a number of experienced EFL teachers in a Saudi higher education institute and an IPA approach was used to interpret the personal lived experiences of the research participants. The results revealed that (i) teachers’ beliefs and perceptions are mainly informed by their past experiences and professional coursework, (ii) the conflict between the multiple identities of the teachers interrupted their perceptions and influenced their beliefs about peer observation as an ongoing learning tool, (iii) there is a number of external and internal factors that affect teachers’ perceptions of peer observation and internal ones are more domineering, (iv) teachers undergo psychological and emotional tensions that may apprehend their practice of the peer collaborative work within the classroom context and (v) that those tensions are eluded by teachers by adopting other self-development activities.
Within the context of eHealth interventions, a shared understanding of what constitutes engagement in and with eHealth technologies is missing. A clearer understanding of engagement could provide a valuable starting point for guidelines relating to the design and development of eHealth technologies. Given the cross-disciplinary use of the term “engagement,” investigating how engagement (and its components) is conceptualized in different domains could lead to determining common components that are deemed important for eHealth technological design. As such, the aim of this paper was 3-fold: (a) to investigate in which domains engagement features, (b) to determine what constitutes engagement in these different domains, and (c) to determine whether there are any common components that seem to be important. A comprehensive systematic scoping review of the existing literature was conducted in order to identify the domains in which engagement is used, to extract the associated definitions of engagement, and to identify the dimensionality or components thereof. A search of five bibliographic databases yielded 1,231 unique records. All titles, abstracts, and full texts were screened based on specific inclusion and exclusion criteria. This led to 69 articles being included for further analyses. The results showed that engagement is used in seven functional domains, categorized as follows: student (n = 18), customer (n = 12), health (n = 11), society (n = 10), work (n = 9), digital (n = 8), and transdisciplinary (n = 1) domains. It seems that some domains are more mature regarding their conceptualization and theorizing on engagement than others. Further, engagement was found to be predominantly conceptualized as a multidimensional construct with three common components (behavior, cognition, and affective) shared between domains. Although engagement is prolifically used in different disciplines, it is evident that little shared consensus as to its conceptualization within and between domains exists. Despite this, engagement is foremost seen as a state of being engaged in/with something, which is part of, but should not be confused with, the process of engagement. Behavior, cognition, and affect are important components of engagement and should be specified for each new context.
This paper examined Australian distance education teachers’ perspectives about how they drew on technological tools to support their primary and secondary students’ learning. Via two focus groups (n = 9, n = 7), teachers identified that technology greatly assisted them in relation to developing relationships with students and families, creating interactive lessons, differentiating learning, providing quality feedback, and connecting peers. However, they also reported experiencing ongoing challenges and constraints related to gaining technology expertise, overcoming technology faults, and coping with additional accountability. Data made it clear that teacher use of technology was driven by specific student needs and that teachers drew heavily on both core pedagogical knowledge and technological pedagogical content knowledge. Findings suggest the need for more distance education specific professional development to ensure that teachers have the knowledges needed to support diverse learners in this context.
While student engagement has been the subject of increasing attention in the field of education, attempts to translate research findings into practice have been hindered by a lack of clarity and consensus around the concept. It is generally agreed that teachers have an important role to play in promoting the engagement of students in classroom learning, however, little is know about how teachers think about student engagement or their experiences of engaging students in the classroom. In this study, semi-structured interviews were conducted with 15 upper-primary teachers to explore their perspectives on student engagement in learning. The data showed teachers described six qualitatively different forms of engagement and disengagement that vary in terms of the perceived degree of active involvement of the student. Teachers described three forms of engagement: Participating, Investing and Driving. They also described three forms of disengagement: Withdrawing, Avoiding and Disrupting. The proposed continuum offers some clarity about the range of meanings that teachers may have when using the broad terms ‘engagement’ and ‘disengagement’, and offers an alternative perspective on the concept of student engagement that might aid in future efforts to connect research with practice.
A sample of 1,803 minority students from low-income homes was classified into 3 groups on the basis of grades, test scores, and persistence from Grade 8 through Grade 12; the classifications were academically successful school completers (''resilient'' students), school completers with poorer academic performance (nonresilient completers), and noncompleters (dropouts). Groups were compared in terms of psychological characteristics and measures of ''school engagement.'' Large, significant differences were found among groups on engagement behaviors, even after background and psychological characteristics were controlled statistically The findings support the hypothesis that student engagement is an important component of academic resilience. Furthermore, they provide information for designing interventions to improve the educational prognoses of students at risk.
This paper examines two kinds of student engagement: "procedural," which concerns classroom rules and regulations; and "substantive," which involves sustained commitment to the content and issues of academic study. It describes the manifestations of these two forms of engagement, explains how they relate differently to student outcomes, and offers some empirical propositions using data collected on literature instruction, collected during 1987-88 from 58 eighth-grade English classes (N=1,041 students). The results provide support for the following three hypotheses: (1) disengagement adversely affects achievement; (2) procedural engagement has an attenuated relationship to achievement because its observable indicators conflate procedural and substantive engagement; and (3) substantive engagement has a strong, positive effect on achievement. Features of substantively engaged instruction include authentic questions or questions that have no prespecified answers; uptake or the incorporation of previous answers into subsequent questions; and high-level teacher evaluation or teacher certification and incorporation of student responses in subsequent discussion. Each of these features is noteworthy because it involves reciprocal interaction and negotiation between students and teachers, which is said to be the hallmark of substantive engagement. (Author/TJH)
On the basis of a new model of motivation, we examined the effects of 3 dimensions of teacher (n = 14) behavior (involvement, structure, and autonomy support) on 144 children's (Grades 3-5) behavioral and emotional engagement across a school year. Correlational and path analyses revealed that teacher involvement was central to children's experiences in the classroom and that teacher provision of both autonomy support and optimal structure predicted children's motivation across the school year. Reciprocal effects of student motivation on teacher behavior were also found. Students who showed higher initial behavioral engagement received subsequently more of all 3 teacher behaviors. These findings suggest that students who are behaviorally disengaged receive teacher responses that should further undermine their motivation. The importance of the student-teacher relationship, especially interpersonal involvement, in optimizing student motivation is highlighted.
Internationally, educational stakeholders are concerned with the high levels of student disengagement, evidenced by early
school leaving, poor student behaviour, and low levels of academic achievement. The solution, student engagement, is a contested
concept, theorised in a variety of different ways within academic literature. To further understand this concept, a phenomenographic
study was conducted to map secondary school teachers’ conceptions of student engagement. Six qualitatively different ways
of understanding student engagement were found. This research indicates that teachers do not hold similar understandings of
what student engagement means. If the concept of engagement is to become educationally fruitful, the term must be more explicitly
defined in educational research and government policy documents to promote shared understandings amongst stakeholder groups.
Science educators have long been concerned that many students fail to engage in academic tasks with the goal of achieving better understanding of science. This study examined two research questions. First, what patterns of students' task engagement emerge as they work on science classroom tasks? Second, how are patterns of students' task engagement related to factors involving their cognition (i.e., knowledge and achievement), motivation (e.g., goals in science class), and affect (i.e., attitudes toward science)? The study involved 12 sixth-grade students in two classrooms where the teachers and instructional materials provided students with extensive support to understand science better. The results indicated that some students recognized the value of science learning and demonstrated high quality of cognitive engagement, whereas others pursued alternative agendas. The results are used to explore two research traditions that offer different explanations for the failure of students' task engagement: (a) cognitive science or conceptual change research and (b) motivation research.
This article examines contemporary research and debates about pedagogies of engagement that challenge the traditional assumptions and understandings of engagement. Three contesting epistemological constructions of student engagement are identified and examined through the contesting and resisting voices of teachers and students. The article's research suggests that an empowering and resistant pedagogy can (re)conceive student engagement so that it achieves the twin goals of social justice and academic achievement.
Drawing on the 'sociology of pedagogy', the present article addresses a continuing challenge for teachers and policy-makers. The challenge is how to encourage disengaged learners to take up offers of educational success. The article brings important theoretical frames from the sociology of pedagogy into current research debates about 'productive pedagogies'. Focusing on the social relations of pedagogy, the article promotes a theoretical and empirical imperative to look keenly to the insights provided by students to construct clearer solutions to the challenge of providing engaging pedagogies.
The purposes of this study were to (a) assess the measurement of school engagement in prior research that used the National Educational Longitudinal Study of 1988 (NELS:88), (b) systematically develop an improved measurement model for school engagement, and (c) examine the measurement invariance of this model across racial and ethnic groups. Results from confirmatory factor analyses indicated that school engagement should be measured as a multidimensional concept. A higher order measurement model in which behavioral and psychological engagement are second-order latent variables that influence several subdimensions is consistent with the data. Results from a series of multiple group analyses indicated that the proposed measurement model exhibits measurement invariance for White, African American, Latino, and Asian students. Therefore, it is appropriate to compare the effects of the dimensions of engagement across these groups. The results demonstrate the advantages of confirmatory factor analysis for enhancing the understanding and measurement of school engagement.
Student engagement has been identified as an important precursor to student learning. Engagement, especially in the so-called problematic middle years, is now at the centre of mainstream education discussion and debate. Each discourse produces its own distinct understanding of what really defines student engagement. Three contesting epistemological constructions of student engagement are identified, seeking to answer three linked questions: whose conception of engagement is most worthwhile; what actually are the purposes of engagement and who benefits (and gets excluded) from these purposes; and finally how might we conceive of student engagement in order to achieve the twin goals of social justice and academic achievement?
The main purpose of this research is analysed the student engagement. The engagement possesses a behavioural component (the participation) and a psychological component (the identification with the school). The sample is composed by 656 students of 14 schools of Basque country and Catalonia, divided in different typology of centres: 179 in public elementary schools, 151 students in private elementary schools, 203 students in public secondary schools and 123 students in private secondary schools. The results indicate that the perceptions in the participation and identification scales are higher in the elementary private centres with an educational single line and linguistic model. Likewise we have checked that exist correlation between the two dimensions of the implication and the independent analyzed variables: academic self concept and motivation, typology of centres, the teachers' work and the family environment.
The challenge of student engagement has been recognised as a serious issue in both Australian and Canadian education. This empirical and qualitative study seeks to understand the experiences of two groups of students; the first beginning their high school years and the second reflecting back on successful university and less than successful high school experiences. Students are traditionally objectified and omitted from the discourse on student engagement. Providing a forum for student voice in both continents, we compare and contrast the various and sometimes contested understandings of what an authentic or generative student engagement might mean for both school leadership and classroom practice. Adopting a critical pedagogical perspective, this descriptive article seeks to compare answers to the following question: How is engagement defined and enacted by students within these different environments? (Contains 7 notes.)
Anecdotal reports of students working more in paid employment and studying less have been coming from academics in Australia in recent years. Researchers there are seeing patterns of student disengagement and new forms of engagement to which institutions have not adapted. This paper explores the nature of the shift in forms of student engagement and what it means for universities. Previous research findings have suggested that younger college students who work part-time are likely to spend fewer days on campus, spend less time with other students, and study less consistently throughout the semester. Australia is not alone in these trends. Australian studies mirror those of substantial research from the United States that show a decline in the percentage of students who say that university has had an impact on their personal lives. Recent reports from the American Council on Education confirm the significant impact of paid work on study for U.S. students. The increase in student work is not the only cause of student disengagement. Young people today have a different perspective about their futures and the place of the university experience in their lives. It will be important for policy and practice to reconceptualize the undergraduate experience as a process of negotiated engagement rather than assuming that disengagement is an intractable problem and that students are to blame. A more sophisticated approach to structuring and delivering the curriculum is required. (Contains 12 references.) (SLD)
We used structural equation analysis to test the validity of a goal mediational model for conceptualizing the influence of individual and situational variables on students' cognitive engagement in science activities. Fifth- and sixth-grade students (
N = 275) from 10 classrooms completed a set of questionnaires designed to assess their goal orientations and their use of high-level or effort-minimizing learning strategies while completing six different science activities. Results indicate that students who placed greater emphasis on task-mastery goals reported more active cognitive engagement. In contrast, students oriented toward gaining social recognition, pleasing the teacher, or avoiding work reported a lower level of cognitive engagement. The relative strength of these goals was related to differences in students' intrinsic motivation and attitudes toward science. Our analyses also suggested that these variables exerted a greater influence in small-group than in whole-class activities. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examined ways in which student beliefs and goals distinguish different styles of engagement with learning and how such styles are associated with both the strategies students report using when preparing for exams and school achievement. Cluster analysis was used to identify groups of students with similar patterns of beliefs about their own learning. Within a cohort of 137 female 11th-grade students, 6 styles of engagement were identified. Analysis of the influence of these styles on strategies adopted for exam preparation indicated differences in the strategies reported. Styles of engagement were also significantly related to school achievement. Findings are discussed in terms of insights achieved through adopting methods of analysis that preserve the multidimensional character of student engagement with learning. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
On the basis of a new model of motivation, the authors examined the effects of 3 dimensions of teacher (
n = 14) behavior (involvement, structure, and autonomy support) on 144 children's (Grades 3–5) behavioral and emotional engagement across a school year. Correlational and path analyses revealed that teacher involvement was central to children's experiences in the classroom and that teacher provision of both autonomy support and optimal structure predicted children's motivation across the school year. Reciprocal effects of student motivation on teacher behavior were also found. Students who showed higher initial behavioral engagement received subsequently more of all 3 teacher behaviors. These findings suggest that students who are behaviorally disengaged receive teacher responses that should further undermine their motivation. The importance of the student–teacher relationship, especially interpersonal involvement, in optimizing student motivation is highlighted. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Student engagement is a prerequisite for student learning and retention. Unfortunately, the number of disengaged students may exceed two-thirds of the high school popUlation. Although there are many reform efforts to increase engagement, participants' perspectives on the topic are often ignored. The purpose of this study was to investigate teachers' and students' perspectives on engagement. Four teachers and 51 students from three urban high schools were observed and inter viewed. The data were analyzed via constant comparison. Teachers'discussions focused on barri ers that they perceived restrained their ability to engage students. Although students also noted bar riers. they reported that their own engagement levels were flexible and responsive to teachers'ac tions. From the students' perspectives. engaging teachers communicated, cared, and enthusiastical ly presented active learning opportunities. Educational engagement is a prerequisite for acad constructivists focus on the sensory-motor and con emic success (Montgomery & Rossi, 1994). Even ceptual activity of the student (Cobb, 1994). From a quality curriculum guided by a knowledgeable both theoretical perspectives, however, the student's teacher, will not result in student learning unless stu active engagement is a key concept in the learning dents first are engaged in the learning process. process. Unfortunately, the number of disengaged students In addition to its importance to learning, educa may exceed two-thirds of the student population in tional engagement is also a key component in high schools (Sedlak, Wheeler, Pullin, & Cusick, student retention. Finn's (1989) review of the litera 1986). Some of these students may be at risk for ture related to student withdrawal and disengagement dropping out of school and most are at risk for mini from schools described two primary models posited to mal involvement and therefore minimal learning in explain this phenomenon. The frustration self-esteem school. model was developed primarily from work with juve-· Engagement is defined as the willingness of stu nile delinquents. The model's components involve dents to make the "psychological investment required student difficulty in attaining success in school and to comprehend and master knowledge and skills" the resulting negative self-view that contributes to the (Wehlage, Rutter, Smith, Lesko, & Fernandez, 1989, student's rejection of and disengagement from p.177). The importance of student engagement in achievement settings, such as school. In contrast, the learning is a common theme in the educational litera participant-identification theory model stresses stu
In the last decade educational research about school improvement and effective schools increasingly identifies the significance of student engagement especially in relation to the academic success of students. There are several issues and concerns, relating both to the meaning and justification or aims of student engagement, that arise from this work that call for a philosophical inquiry. This paper offers an initial philosophical inquiry of student engagement. The paper is divided into two sections. The first section critically examines meanings and definitions of student engagement from current literature. The second section addresses several related issues, such as concerns of the purpose of student engagement, and the criteria, standards, and norms used to determine the quality and degree of engagement. It is argued that without considering such philosophical issues, empirical and psychological work on student engagement could simply, and at times unwittingly, reproduce existing dominant views that promote a deficient and exclusionary mentality. In contrast, we propose a conception of student engagement based on critical-democratic practice which entails the enactment of a curriculum of life.
Research on dropping out of school has focused on characteristics of the individual or institution that correlate with the dropout decision. Many of these characteristics are nonmanipulable, and all are measured at one point in time, late in the youngster’s school career. This paper describes two models for understanding dropping out as a developmental process that may begin in the earliest grades. The frustration-self-esteem model has been used for years in the study of juvenile delinquency; it identifies school failure as the starting point in a cycle that may culminate in the student’s rejecting, or being rejected by, the school. The participation-identification model focuses on students’ “involvement in schooling,” with both behavioral and emotional components. According to this formulation, the likelihood that a youngster will successfully complete 12 years of schooling is maximized if he or she maintains multiple, expanding forms of participation in school-relevant activities. The failure of a youngster to participate in school and class activities, or to develop a sense of identification with school, may have significant deleterious consequences. The ability to manipulate modes of participation poses promising avenues for further research as well as for intervention efforts.
The main purpose of this research is analysed the student engagement. The engagement possesses a behavioural component (the participation) and a psychological component (the identification with the school). The sample is composed by 656 students of 14 schools of Basque country and Catalonia, divided in different typology of centres: 179 in public elementary schools, 151 students in private elementary schools, 203 students in public secondary schools and 123 students in private secondary schools. The results indicate that the perceptions in the participation and identification scales are higher in the elementary private centres with an educational single line and linguistic model. Likewise we have checked that exist correlation between the two dimensions of the implication and the independent analyzed variables: academic self concept and motivation, typology of centres, the teachers' work and the family environment.
We used structural equation analysis to test the validity of a goal mediational model for conceptualizing the influence of individual and situational variables on students' cognitive engagement in science activities. Fifth- and sixth-grade students (N = 275) from 10 classrooms completed a set of questionnaires designed to assess their goal orientations and their use of high-level or effort-minimizing learning strategies while completing six different science activities. Results indicate that students who placed greater emphasis on task-mastery goals reported more active cognitive engagement. In contrast, students oriented toward gaining social recognition, pleasing the teacher, or avoiding work reported a lower level of cognitive engagement. The relative strength of these goals was related to differences in students' intrinsic motivation and attitudes toward science. Our analyses also suggested that these variables exerted a greater influence in small-group than in whole-class activities.
Although student engagement with the intellectual work of school is important to students' achievement and to their social and cognitive development, studies over a span of two decades have documented low levels of engagement, particularly in the classroom. Examining several theoretical perspectives that attempt to explain engagement through comprehensive frameworks, this study evaluates the effect on engagement of school reform initiatives that are consistent with the theories. The study also investigates whether patterns exist in students' engagement, whether the patterns are consistent across grade levels, and whether class subject matter (mathematics or social studies) differentially affects engagement. The sample includes 3.669 students representing 143 social studies and mathematics classrooms in a nationally selected sample of 24 restructuring elementary, middle, and high schools. Because of the nature of the nested data (students nested within classrooms nested within schools), the analysis is conducted using hierarchical linear modeling in its three-level application (HLM3L). The reform initiatives, which are consistent with the theories, eliminate personal background effects. Together with classroom subject matter, they substantially influence engagement. The results are generally consistent across grade levels.
Phenomenographic research (especially that which aims to uncover student conceptions of key disciplinary concepts) is subjected to critical review on two main fronts. (1) We consider the adequacy with which research procedures for revealing student conceptions are stipulated. There are clear methodological requirements for the study of life worlds, not all of which phenomenography consistently meets. (2) The product of phenomenographic research is to arrive at a structure of categories of description. This aim threatens to subvert entry into the actual student life world, which may well have less coherence than phenomenography requires. Additionally, phenomenography can show over‐concern with ‘authorized conceptions’: student perceptions of the world are implicitly seen as deficient versions of the official views. The article advocate that phenomenographic research should give more active consideration to the process of research in revealing the actual lived worlds of students.
In this article the concepts of research tradition, research programme, research tool and research orientation are used to clarify the character of phenomenography. Phenomenography is said to be fundamentally a research orientation and to be characterised by the delimitation of an aim in relation to a kind of object. The aim is to describe and the kind of object is a conception. Phenomenographic research also has common characteristics of method of a general kind related to the orientation and these are called a research approach. The orientation and approach together are said to represent a research specialisation. The historical roots and the ontological, epistemological and methodological assumptions of this research specialisation are described and summarised. Lastly, phenomenography is described as a reaction against and an alternative to dominant positivistic, behaviouristic and quantitative research and as making its own ontological, epistemological and methodological assumptions with inspiration from, and similarities to, several older and concomitant traditions, without agreeing entirely with any of those.
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Although student engagement with the intellectual work of school is import taut to students' achievement and to their social and cognitive development, studies over a span of two decades have documented low levels of engagement, particular v in the classroom. Examining several theoretical perspectives that attempt to explain engagement through comprehensive frameworks, this study evaluates the effect on engagement of school reform initiatives that are consistent with the theories. The study also investigates whether patterns exist in students' engagement, whether the patterns arc, consistent across grade levels, and whether class subject matter (mathematics or social studies) differentially affects engagement. The sample includes 3,669 students representing 143 social studies and mathematics classrooms in a nationally selected sample of 24 restructuring elementary, middle, and high schools. Because of the nature of the nested data (students nested within classrooms nested within schools), the analysis is conducted using hierarchical linear modeling in its three-level application (HLM3L). The reform initiatives, which are consistent with the theories, eliminate personal background effects. Together with classroom subject matter, they substantially influence engagement. The results are generally consistent across grade levels.
The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement. Engagement is presumed to be malleable, responsive to contextual features, and amenable to environmental change. Researchers describe behavioral, emotional, and cognitive engagement and recommend studying engagement as a multifaceted construct. This article reviews definitions, measures, precursors, and outcomes of engagement; discusses limitations in the existing research; and suggests improvements. The authors conclude that, although much has been learned, the potential contribution of the concept of school engagement to research on student experience has yet to be realized. They call for richer characterizations of how students behave, feel, and think—research that could aid in the development of finely tuned interventions
‘Conception’ is the unit of description in Phenomenography. It has two intertwined aspects: the referential aspect, which denotes the global meaning of the object conceptualized; and the structural aspect, which shows the specific combination of features that have been discerned and focused on. We define a feature of an object as a way in which the object appears to be different from other objects, and argue that the discernment of a feature is a function of the variation experienced by the subject. The purpose of the paper is to empirically illustrate the intertwined nature of the referential and structural aspects of a conception on the one hand, and the variational origin of the discernment of features, on the other hand.
This paper is based upon the findings of an interpretative, school‐based study of pupil, teacher and parent perceptions of disengagement within the primary classroom. It examines how pupil and parent perceptions support or challenge professional discourses about pupil behaviour, raising questions about the nature of disengagement and the intervention strategies used to manage it. The central finding of the study is that pupil, teacher and parent perceptions show a striking lack of intersubjectivity. Though there are some commonalities of perception between participants, most of these commonalities are shared by pupils and parents, rather than pupils and teachers. It is argued that the underlying lack of shared meaning between teachers and pupils skews classroom interaction and obfuscates teacher intervention, accounting for the poor relationships, and the breakdown of teaching and learning, in the classrooms observed. The explanatory concept of pupil and teacher ‘survival strategies’ is used to explore this negative dynamic.
Phenomenography is a methodology which has been quietly influential in research on higher education, having been the basis of many studies of approaches to learning and student understandings of a wide range of concepts in a variety of disciplines. There is a need to clarify important aspects of the methodology so that it can be used with increasing effectiveness. This article seeks to contribute to the discussion and clarification of the phenomenographic research approach in two ways. Firstly, it is argued that phenomenography would benefit from a more rigorous consideration of how to engage with the student's lived experience. Secondly, drawing on that discussion, the article sets out a series of guidelines for the conduct of phenomenographic research, and demonstrates how these might be achieved in practice by drawing on the experience of two higher education research studies: one into students' experiences of cheating and the other into lecturers' and students' experiences of the teaching and learning of accounting.
Student motivation is an important concern for all teachers. Recent research on student motivation has provided evidence for the development of important constructs and generalizations that have direct application to the classroom. Although there are many motivational constructs, self-efficacy is one that is key to promoting students' engagement and learning. Self-efficacy is discussed in terms of how it may facilitate behavioral, cognitive, and motivational engagement in the classroom. Specific suggestions for teacher practice are also provided.
Phenomenographers have developed two frameworks to enhance the study of conceptions. The first framework creates a distinction between what and how aspects; the second level of this framework also includes the act, direct object, and indirect object. This framework allows the conception to be analysed separately from the actions and intentions related to it. The second framework creates a distinction between referential and structural aspects which allows the parts and contexts of the conception to be identified; its second level includes the internal and external horizons.This article traces the origins of these frameworks and reviews 56 studies that have utilised them, examining similarities and differences in their usage. The review found heterogeneous definitions and usages of these frameworks, often with weak links to theory. It concluded by evaluating the utility of these frameworks, identifying that while they may not be strongly grounded in theory, when clearly defined, they can provide a method to ‘think apart’ important distinctions within conceptions.
Research on dropping out of school has focused on characteristics of the individual or institution that correlate with the dropout decision. Many of these characteristics are nonmanipulable, and all are measured at one point in time, late in the youngster’s school career. This paper describes two models for understanding dropping out as a developmental process that may begin in the earliest grades. The frustration-self-esteem model has been used for years in the study of juvenile delinquency; it identifies school failure as the starting point in a cycle that may culminate in the student’s rejecting, or being rejected by, the school. The participation-identification model focuses on students’ “involvement in schooling,” with both behavioral and emotional components. According to this formulation, the likelihood that a youngster will successfully complete 12 years of schooling is maximized if he or she maintains multiple, expanding forms of participation in school-relevant activities. The failure of a youngster to participate in school and class activities, or to develop a sense of identification with school, may have significant deleterious consequences. The ability to manipulate modes of participation poses promising avenues for further research as well as for intervention efforts.
Argues that interrater reliability, traditionally used in phenomenographic research, is unreliable for establishing the reliability of research results; it does not take into account the researcher's procedures for achieving fidelity to the individuals' conceptions investigated, and use of interrater reliability based on objectivist epistemology is theoretically and methodologically inconsistent. Argues for reliability as interpretive awareness, maintained through phenomenological reduction. (Author/MSE)
Across Australia, recent policy initiatives have focused on student engagement in school and in learning. Although teachers play a significant role in the implementation of these policy reforms, little research has looked at student engagement from teachers’ perspectives or sought to identify and understand the strategies teachers report using to promote engagement in their classrooms. The study reported in this paper utilised a phenomenographic approach to investigate teacher conceptions of how to facilitate student engagement. Semi‐structured interviews were used to gather data and a phenomenographic process of analysis was employed to identify qualitative differences between participant understandings. The data from this qualitative study indicated that teachers hold diverse understandings about how to facilitate student engagement; three categories described teachers’ ways of engaging students. In the first category, teachers conceptualised delivering set activities and discipline to students to promote engagement. In the second category, teachers suggested that they must modify curriculum and class activities. In the third category, teachers proposed that genuine collaboration with students was necessary to truly engage them in learning; in this category, teachers reported the deepest levels of student engagement. Teacher self‐reports of success when using a collaborative approach suggest that more research should be conducted using a range of approaches to investigate the fruitfulness of this strategy.
Describes an attempt to identify different levels of processing of information among groups of Swedish university students who were asked to read substantial passages of prose. Ss were asked questions about the meaning of the passages and also about how they set about reading the passages, thus allowing for the examination of processes and strategies of learning and the outcomes in terms of what is understood and remembered. It was posited that learning has to be described in terms of its content. From this point differences in what is learned, rather than differences in how much is learned, are described. It was found that in each study a number of categories (levels of outcome) containing basically different conceptions of the content of the learning task could be identified. The corresponding differences in level of processing are described in terms of whether the learner is engaged in surface-level or deep-level processing. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The processes of conducting and reading interviews are important in phenomenographic research, as well as other qualitative research orientations making significant contributions in higher education research and development. This paper aims to contribute to an ongoing conversation about the quality of research in higher education by exploring the interview, transcription and analysis processes through the experiences of the writer in a phenomenographic study conducted at Macquarie University last year. Transcription is explored as a transformative process, a bridge between interview and analysis across which the data, as well as the interviewer-researcher, are re-orientated towards the process of analytical reading. The critical aspects of interviews as living conversations are identified, namely that they are productive interactions in which the data is constituted, that the interviewee and interviewer negotiate on several levels to produce a shared meaning, and that meaning production in interviews is achieved through language. Finally, the interpretive reading of the artefacts of living conversations is considered, and some difficulties are identified.