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1.
In this article, we contribute to understanding of the mechanisms through which students’ socio-economic family background can translate into academic performance by focusing on the concept of student engagement. Drawing on theoretical perspectives from disciplines across the social sciences, and a major nationally representative dataset from Australia, which links survey responses with administrative records on school performance, we conduct a series of multiple regression models to investigate the mediating role of student engagement on the relationship between students’ socio-economic status (SES) and academic achievement. We find that, first, low-SES students show lower levels of engagement than other students, particularly in terms of behavioural and cognitive aspects; they also have lower achievement levels as measured by standardised test scores. We further find that lower engagement is associated with lower achievement levels, and that the effects of SES on achievement are partially mediated through student engagement. Although there are clearly other mechanisms in place that operate at the same time, it is important to focus on student engagement since it can be directly influenced by teachers and school leaders, as well as curriculum choices and school resources. This makes it a ripe target for government policies aimed at improving educational outcomes for students from low-SES families, compared with approaches targeting the influences of family environment or peer groups.  相似文献   

2.
In extant research, the concept of student engagement refers to individual behavioural patterns and traits. Recent research indicates that engagement not only should be related to the individual but also should be anchored in the social context. This ethnographic field study of students and teachers in a Danish vocational education and training school responds to the need for more knowledge on this theme by exploring the social dynamics of engagement perceptions. Results show that teachers and students held diverging perceptions of student engagement that rested on educational goals as well as goals related to the perceived future work settings. The misrecognition of the students' perception of engagement had direct negative consequences for student performance and school attachment. The implications of the findings are discussed in detail.  相似文献   

3.
We present findings from a group-randomized teacher action research intervention to promote academic engagement and achievement among elementary school students. Eighteen teachers from 3 elementary schools were randomly assigned to 1 of 2 groups. Intervention teachers studied evidence-based instructional practices that cultivate academic engagement and conducted an action research project to implement selected practices in their classrooms. Control teachers participated in a self-study group and read about evidence-based practices to promote student engagement. Teachers in the action research group reported using more group-based instruction than self-study teachers. Students with initial low engagement and low reading grades demonstrated greater gains in these outcomes in action research classrooms than self-study classrooms. Implications for teacher development and the promotion of student academic outcomes are discussed.  相似文献   

4.
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.  相似文献   

5.
Now, more than ever, American students at all grade levels face intense pressure to increase academic performance—including kindergarteners. Given that prior research has well established that mistakes and corrective feedback are key elements of the learning endeavor, it is critical to closely examine teachers’ mistake-related experiences within the current educational context. The author reports on an interview study of 25 public school kindergarten teachers, who articulate in their own words how they perceive and respond to student mistakes in practice. Five central themes drawn from thematic analysis reflect commonly reported ways that teachers strive to respond to mistakes in their real-world classrooms: differentiating responses to the learner, building a positive classroom culture, facilitating student self-correction, adjusting instruction, and considering outside factors. The author concludes with a discussion connecting these themes to existing research and considering implications for research, policy, and classroom teaching.  相似文献   

6.
Current research suggests that student engagement with academic schoolwork in secondary school classrooms is often insufficient. This issue is of relevance because student engagement is a prerequisite for acquiring knowledge and skills and is also a mediator of achievement and important life outcomes. In response to this, the present study evaluates a pedagogical model for stimulating student engagement in learning activities in secondary school contexts through an action research approach. This model is composed of five facilitators of engagement that, when considered in both the design and implementation of learning activities, can potentially contribute to stimulating behavioural, emotional and cognitive engagement in such activities. Nineteen Year 9 students of Spanish from a state school in England, their teacher and the researcher participated in two long-term, learning activities designed using the proposed pedagogical model. Data were collected over two school terms through qualitative student self-reports, interviews with students and their teacher and the researcher’s journal. Thematic analyses were used to examine the effects of the learning activities on student behavioural, emotional and cognitive engagement. The results seem to confirm that the application of the proposed pedagogical model could help promote thorough student engagement in learning activities. Findings also suggest that failing to support the model’s facilitators of engagement may have detrimental effects on overall student engagement in learning activities. The study contributes to the improvement of student engagement with academic schoolwork internationally by proposing an assessed pedagogical solution that could be implemented by secondary school teachers with relative ease.  相似文献   

7.
Practice and Policy: The preschool years represent a critical time to foster family engagement in education for children growing up in poverty. Yet the ways in which Latino families with lower levels of income engage with their children’s education at home and at school might look different from how middle-income parents from the dominant U.S. culture do, depending on cultural values and beliefs about best ways to support children’s learning as well as on socioeconomic realities that present barriers for traditional forms of engagement. This study sought to examine further the psychometric functioning of a promising new measure of family engagement, developed with and for Latino Head Start families. Research Findings: Results of this study supported continued use of this measure, with clear caveats and directions for future research. Findings suggested that the ways Latino Head Start parents engage with children’s learning and development at home (e.g., supporting children’s social awareness and behavior, connection to cultural heritage, academic skills) might be a more culturally nuanced and salient form of engagement, while school-based engagement (e.g., volunteering at school, communicating with teachers) might be a more universal form. Findings contribute to understandings of Latino family engagement as well as to methodological considerations for culture-specific measurement development efforts, with relevance for early education researchers and professionals.  相似文献   

8.
ABSTRACT

Increasing significance has been ascribed to student engagement, as a measure of success of both teachers and programs. However, since users of the term commonly tend not to explain, rationalise or problematise their understanding of engagement, its value to understand or transform learning may be limited. While clarification has occurred in conceptual work, there is a lack of empirical work that extends beyond understandings of engagement-as-behaviour, as well as insufficient work exploring what students understand engagement to be. Further, much work on engagement is rooted in physical campuses and face-to-face delivery, which represents an incomplete picture of how students actually engage in study. This article investigates student perceptions of engagement in two blended learning Initial Teacher Education programs. It offers a critical discussion of how research can be re-considered in light of changing learning contexts and changing understandings of ways to investigate engagement. The findings of this study support previous work that found multiple levels and meanings of student engagement exist. New complex and multidimensional models of engagement are proposed, which can open new possibilities for designing studies and analysing findings. This article argues that including and questioning physical, virtual and political contexts and power, affect, relationships, linearity and essential measurability are important features of new models of engagement.  相似文献   

9.
The quality of students' learning engagement may significantly influence their learning. Can teachers accurately judge student learning engagement with educational software? In this exploratory study, 3 fifth-grade teachers used a seven-level taxonomy to rate the frequency of different forms of engagement among 42 students interacting with different types of educational software. Teachers spontaneously treated the seven levels of engagement as a continuum, rating students highest on one level or a set of contiguous levels. Teachers generally agreed when ranking students by their typical levels of engagement, but disagreed regarding the actual frequencies of different engagement types. Ratings of software engagement conceived of as interpretive activity were correlated significantly with student reading test scores. Given the authentic classroom conditions in which this study took place, the results are promising for the classroom utility of the seven-level conception of student engagement with software.  相似文献   

10.
ABSTRACT

Student participation at school is receiving heightened attention through international evidence connecting it to a range of benefits including student learning, engagement, citizenship and wellbeing, as well as to overall school improvement. Yet the notion of student participation remains an ambiguous concept, and one that challenges many deeply entrenched norms of traditional schooling.

Informed by understandings of ‘participation’ linked to the UN Convention on the Rights of the Child, this article takes the Australian state of New South Wales (NSW) as a case study to explore how student participation is currently articulated in educational policy. It reports the findings of an analysis of 142 state and federal government policy-related documents, along with qualitative interview data from nine policy personnel. The findings suggest that students are conceptualised within these policies in contradictory ways, interpretations of participation are diverse yet frequently instrumentalist, and there is little conceptual coherence across the educational policy landscape in NSW in relation to ‘student participation’. The findings are discussed in light of international interest around student participation. The analytical framework used in this analysis is proposed as a possible tool for critically examining the place and purpose of student participation at school, regardless of jurisdiction.

Abbrevations: NSW = the Australian state of New South Wales; UNCRC = United Nations Convention on the Rights of the Child; SRC = Student Representative Council  相似文献   

11.
With the aim of bridging research in educational psychology and teacher education, we designed a research-practice partnership to unpack the concept of relevance from a race-reimaged perspective. Specifically, we employed a mixed-methods sequential explanatory research design to examine associations between the communal learning opportunities afforded to Black and Latinx students, and their engagement patterns during STEM activities. Within a nine-week instructional unit we provided students six opportunities to rate their scholastic activities. High levels of behavioral engagement were sustained over the course of the instructional unit. On weeks when students rated the activities as higher in communal affordances, they also reported more behavioral engagement. Classroom observations facilitated our efforts to create state space grids that show when and how teachers used emancipatory pedagogies to support students’ learning. We used these state space grids, along with teacher interviews and student focus groups, to develop contextualized illustrations of two teachers of color as they successfully provided communal forms of motivational support over the span of six observations per teacher. These strategies differed based on three key factors: where the lesson was placed within the larger instructional unit, the way teachers interpreted and responded to their students’ engagement patterns, and how the demands of the larger school environment impacted classroom dynamics.  相似文献   

12.
International studies have raised concerns about the academic and social implications of inclusive policies on school engagement and successful learning and, in particular, on the ways in which friendships are formed between students with SEN and other students. This article stems from research findings which show that Irish children with special educational needs like school less than their peers without SEN in mainstream settings. Using data from a large scale longitudinal study of 8578 9-year-olds, this paper uses a child centred research approach to investigate why this is the case particularly when they are in receipt of supports. To do this, we focus on processes underlying their dislike of school such as their academic engagement and social/peer relations. We measure academic engagement by looking at their interest in the subjects mathematics and reading and the extent to which they complete their homework. We examine the social/peer relations of students with special educational needs by assessing the extent to which they report liking their teacher. Using the Strengths and Difficulties Questionnaire (SDQ) Scale and the Piers-Harris Self-Concept Scale we also examine the nature of peer relations among children with special educational needs in mainstream settings. Both academic engagement and social engagement play a central role in understanding the broader school engagement of children with special educational needs. By simultaneously examining the role of academic and social relations in shaping the engagement of children with SEN, the analysis provides a unique opportunity to fundamentally assess the barriers to true inclusion for children with special needs.  相似文献   

13.
Student teachers in England, mainly on one‐year courses, spend the majority of their time in schools. Secondary schools are primarily organised around subject departments, and these subgroups within schools have been shown to be significant for student outcomes and teachers’ experiences. However, research on school subject departments themselves is relatively limited, and developing better understandings of school subject departments is important for Initial Teacher Education (ITE) and educational research more broadly. This paper draws on an ethnographic study of three secondary school geography departments to analyse student teachers’ positionalities as knowers within departments. Opportunities for professional discussions within departments are limited, and are often dominated by immediate practical concerns. A social‐realist concept of knowledge–knower structures is used to explore the kinds of knowers accepted as legitimate in these departments. A dichotomous view of teachers as knowers was found, being positioned as knowing or not‐knowing particular areas of subject knowledge. This binary view is argued to be related to the language of the Teachers’ Standards in England. Suggestions are made for improving student teachers’ positions as knowers within departments by planning opportunities to contribute their expertise, and for developing more expansive discourses around subject knowledge to enable all to maximise opportunities to learn from the rich mines of expertise held across ITE partnerships.  相似文献   

14.
This paper highlights the framework and discusses the results of an action research network which aimed to promote academic access in two general educational settings within which a pupil with blindness and a deaf pupil were educated respectively. The persons involved in this collaborative scheme were general teachers, a school counsellor, academic staff and student teachers. The findings of the study indicate that the implementation of the action research network resulted in the development of inclusive and collaborative thinking and the adoption of relevant teaching practices which promoted the children's access to the curriculum and supported the teachers' and student teachers' professional development. The outcomes of this action research network raise concerns about the access and the status of membership of children with special needs in general educational classroom and provide insights for the pivotal role of action research in understanding educational contexts and situations from a number of different perspectives.  相似文献   

15.
US schools fail to engage a significant proportion of adolescent students. Although student engagement is significantly related to academic achievement, there is a dearth of longitudinal research simultaneously examining the impact of personal and contextual factors on student engagement at both individual and school levels. Using a nationally‐representative sample, multilevel growth curve analyses found significant factors related to adolescents’ student engagement both in initial status and rate of growth. Significant factors at the student level were students’ locus of control, self‐esteem, peer academic value, parental expectation and parent–child communication along with the students’ socio‐economic status, previous grades and friend dropout history. Significant factors at the school level were teacher rules on homework, teacher support, and school safety. Implications for research and practice are discussed.  相似文献   

16.
Social identity theories and educational engagement   总被引：1，自引：1，他引：0  
There is a large body of research in studies of schooling, particularly ethnographic case studies, which posits that collective action among students undermines engagement in school and contributes to educational inequality. In this paper I review studies of engagement from a social identity theory perspective. To what extent can collective action explain why some student groups are less engaged than others? I discuss four approaches to identifying social identity‐related problems of engagement frequently used in prior research. While researchers often find problems of engagement among low‐academic‐status students, research on educational engagement has had difficulty locating the underlying causes of inequality in student engagement. Social identity theories of educational engagement are inherently theories of collective action. I conclude that a fifth approach, large‐scale observational studies of monitoring and sanctioning, provides the best framework for identifying both the prevalence of, and solutions to, this particular source of disengagement.  相似文献   

17.
The aim of this study was to examine the associations between learning support, student engagement and academic achievement among adolescents. We also examined the extent to which affective, behavioural and cognitive engagement play a mediating role in students’ perceived learning support from parents, teachers and peers, and contribute to their academic achievement. Malaysian adolescents (aged 12–17 years, N = 2359) completed a self-administered questionnaire based on an adapted version of the Student Engagement And Learning Support Scale. Item and factor analyses were performed to ensure appropriate psychometric properties of the scales. Pearson correlation analysis identified the relationship between variables and structural equation modelling was conducted to identify the role of student engagement as a mediator between learning support and academic achievement. The study provides empirical support for the hypothesis that perceptions of learning support influence adolescents’ affective, behavioural and cognitive engagement in school in different ways, which in turn influences their academic achievement. Cognitive engagement seemed to be the best predictor of academic achievement and the strongest mediator for all three types of learning support. Behavioural engagement was negatively associated with academic achievement, and affective engagement did not have a direct relationship with academic achievement, although it contributed indirectly through cognitive and behavioural engagement. The results of this study provide a basis for policy makers to initiate prevention and intervention programs for increasing the quality of parent–child, teacher–student and peer–peer relationships which ultimately could lead to improved academic competence and outcomes.  相似文献   

18.
This paper presents findings from a three-year, qualitative study of teachers enrolled in a Masters of Teacher Leadership program. Researchers sought to understand the ways teachers’ beliefs about and understandings of teacher leadership were affected by their participation in a formal teacher leadership program, as well as the kinds of actions they took up as a result of this participation. Data indicate three significant ways participants’ work as teacher leaders was developed and enhanced, including: (a) identifying and amplifying their professional voice, (b) deepening and extending their voice as they plan, and (c) reframing their work/shift responsibility through constructing widening circles of influence and impact. Authors identify implications of their research for growing teacher leaders, school improvement and change, changing school culture, enhancing student engagement, and building new structures.  相似文献   

19.
The purpose of Science in Action (SIA) was to examine the relationship between implementing quality science, technology, engineering, and math (STEM) service-learning (SL) projects and the effect on students' academic engagement in middle school science, civic responsibility, and resilience to at-risk behaviors. The innovative project funded by the Corporation for National and Community Service (CNCS) included 6,000+ middle school at-risk students (eligible for at least 50% free or reduced-cost lunch), 126 science teachers who integrated STEM problem-based SL pedagogy into science instruction to teach students to solve real problems in schools and communities. The project involved 20 schools and communities with assistance from 120 community partners. Participants completed pre- and post-SL surveys on academic engagement, civic responsibility, and resilience; qualitative data were collected from journals, interviews, focus groups, observations, and field notes. Results highlight exemplary SL projects that demonstrated increased student academic engagement and achievement for students living in high poverty areas with potential at-risk behavior. Implications for future research and educational practices are discussed.  相似文献   

20.
Performance feedback has been described as a necessary component of consultation. Although feedback has been used to improve academic performance of individual students, less research has examined the effects on classroom academic engagement when implementation of classroom management variables is the source of feedback. Using a multiple-baseline design, the effects of performance feedback with goal setting was examined across three high school biology teachers who were first provided with feedback on the number of seconds devoted to transitions and then successful implementation of classroom time management strategies. Feedback on the number of transition minutes alone led to decreases in transition time and corresponding increases in student academic engagement for all teachers. One teacher benefited from additional feedback on classroom time management strategies. For all teachers, low rates of transition time and high rates of academic engagement were maintained when the intervention was faded and after it was terminated.  相似文献   

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