Teacher and Student Perceptions of Student Engagement in a 9th Grade Classroom PDF Download
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Author: Kathryn Field
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Student engagement is integral to the process of learning. Teacher moves, or the behaviors that teachers enact in the process of teaching, have been shown to influence students' engagement. Research indicates that students are more likely to engage in learning when they believe their teacher supports student autonomy, competence, and relatedness. Less is known about the precise types of moves that engender these feelings in students and how teacher-student relationships play a unique role in student engagement. In this qualitative case study, I studied teacher and student perceptions of the engagement process and teacher-student relationships in a naturally occurring, ninth-grade classroom. Findings support previous self-determination literature on how student engagement unfolds in the classroom. However, the data indicate that the current definitions of teacher moves may be too limited to capture the full range of actions that inspire feelings of autonomy, competence, relatedness in students. Of particular importance, teacher moves that inhibited feelings of competence included moves associated with under-stimulation for students. The data from this study also provide evidence for a more nuanced conceptualization of the role that teacher-student relationship building plays in the process of student engagement. When discussing the teacher's effect on their engagement, some students discussed relatedness moves more frequently than others, indicating a personality type that was more attune to noting the role of teacher-student relationships in the students' engagement. Additionally, when there were differences between the teacher and students' perceptions of the teachers influence on student engagement, students frequently commented on teacher-student relationship building.
Author: Kathryn Field
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Student engagement is integral to the process of learning. Teacher moves, or the behaviors that teachers enact in the process of teaching, have been shown to influence students' engagement. Research indicates that students are more likely to engage in learning when they believe their teacher supports student autonomy, competence, and relatedness. Less is known about the precise types of moves that engender these feelings in students and how teacher-student relationships play a unique role in student engagement. In this qualitative case study, I studied teacher and student perceptions of the engagement process and teacher-student relationships in a naturally occurring, ninth-grade classroom. Findings support previous self-determination literature on how student engagement unfolds in the classroom. However, the data indicate that the current definitions of teacher moves may be too limited to capture the full range of actions that inspire feelings of autonomy, competence, relatedness in students. Of particular importance, teacher moves that inhibited feelings of competence included moves associated with under-stimulation for students. The data from this study also provide evidence for a more nuanced conceptualization of the role that teacher-student relationship building plays in the process of student engagement. When discussing the teacher's effect on their engagement, some students discussed relatedness moves more frequently than others, indicating a personality type that was more attune to noting the role of teacher-student relationships in the students' engagement. Additionally, when there were differences between the teacher and students' perceptions of the teachers influence on student engagement, students frequently commented on teacher-student relationship building.
Author: Robert J. Marzano
Publisher: Solution Tree Press
ISBN: 1935543121
Category : Education
Languages : en
Pages : 448
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Book Description
Student engagement happens as a result of a teacher’s careful planning and execution of specific strategies. This self-study text provides in-depth understanding of how to generate high levels of student attention and engagement. Using the suggestions in this book, every teacher can create a classroom environment where engagement is the norm, not the exception.
Author: Kirby Brooks Meng
Publisher:
ISBN:
Category : Art
Languages : en
Pages : 133
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Book Description
Lack of student engagement in high schools is a concerning factor in education; low levels of engagement can lead to student apathy, academic challenges, disruptive behavior, and a higher dropout rate. The purpose of this research was to examine the relationship between high school students’ perceptions of engagement and students’ perceptions of the teacher in the visual art classroom. The researcher used social constructivism as a lens through which to explore this topic. The theory of constructivism focuses on active exploration and learning about ideas of personal significance, where the teacher plays an essential supportive and guiding role in student learning. The sample for this research was 68 high school students in a large metropolitan school district in Georgia who were enrolled in Comprehensive Art I. The researcher used a survey to collect students’ perceptions of their cognitive, emotional, and behavioral engagement in the art classroom as well as perceptions of their teacher. Data from this nonexperimental, cross-sectional, predictive study was analyzed using multiple linear regression where the dependent variable is teacher perception and the independent variables are cognitive, emotional, and behavioral engagement. Key findings include insight on the relationship of student levels of engagement to perceptions of the teacher in the art classroom.
Author: Sandra L. Christenson
Publisher: Springer Science & Business Media
ISBN: 1461420172
Category : Psychology
Languages : en
Pages : 839
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Book Description
For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.
Author: Limin Jao
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Kathryn R. Wentzel
Publisher: Routledge
ISBN: 1317670876
Category : Education
Languages : en
Pages : 463
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Book Description
The Handbook of Social Influences in School Contexts draws from a growing body of research on how and why various aspects of social relationships and contexts contribute to children’s social and academic functioning within school settings. Comprised of the latest studies in developmental and educational psychology, this comprehensive volume is perfect for researchers and students of Educational Psychology. Beginning with the theoretical perspectives that guide research on social influences, this book presents foundational research before moving on to chapters on peer influence and teacher influence. Next, the book addresses ways in which the school context can influence school-related outcomes (including peer and teacher-student relationships) with specific attention to research in motivation and cognition. Within the chapters authors not only present current research but also explore best-practices, drawing in examples from the classroom. With chapters from leading experts in the field, The Handbook of Social Influences in School Contexts provides the first complete resource on this topic.
Author: Lori Leslie
Publisher:
ISBN:
Category :
Languages : en
Pages : 122
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Book Description
School districts across the country have invested money into 1:1 devices to support student learning and provide students access to technology. However, do teachers and students feel 1:1 devices improve student achievement, engagement, and are worth their cost? In addition, a concern is whether schools without access to this technology will fall behind. The purpose of this study is to gain insight into teacher and student perspectives of 1:1 devices and the perceived impact 1:1 devices have on student engagement and achievement. The questions the researcher seeks to answer include: What perceptions/beliefs do students and teachers hold concerning the use of 1:1 devices and their impact on student engagement and achievement? How do teacher and student perceptions differ? How are they similar? In what ways do perceptions differ across various student sub groups and grade levels? Why do teachers and students feel 1:1 devices are or are not a worthwhile investment for school districts? Participants in this quantitative survey study include 49 teachers and 208 students from three 1:1 school districts in Southern California. Findings revealed that both teachers and students of all subgroups, grade levels, and class levels surveyed feel 1:1 devices improve student achievement and engagement, but feelings are more positive toward achievement than engagement. Moreover, 5th-8th graders, grade level students, English language learners, socioeconomically disadvantaged students, and foster youth responded the most positively to statements about 1:1 devices improving their achievement and engagement compared to high school and advanced placement students.
Author: Heather Green
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 0
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Book Description
Researchers in the field of English language arts have continually sought new ways to reengage students with the reading curricula, yet despite those efforts, studies continue to show that students do not read assigned texts in staggering numbers. This qualitative case study sought to better understand one teacher’s perception of how her students engage with canonical and young adult literature texts. This study also sought to better understand how students perceive their engagement with canonical and young adult texts, and if they perceive any differences in their engagement when working with each text type. The sample size consisted of one teacher and eight students in a tenth-grade honors class in an affluent town in Eastern Tennessee. This study found that students often conflate enjoyment with engagement, efferent and aesthetic transactional shifting with disengagement, and assigned tasks as disengagement from the reading experience. This study makes several recommendations on how English teachers can mitigate students’ misperceptions of what engagement is and is not in the English language arts high school classroom.
Author: Martin Jaak Semmel
Publisher:
ISBN: 9780549044772
Category :
Languages : en
Pages : 113
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This study employed a quantitative correlational research design to answer the research questions. The data for the study were collected from 287 freshmen in six Connecticut high schools using a student survey. The 67-item instrument underwent a pilot study to ensure that it was both valid and reliable. This study employed two-stage sampling. The first stage involved the purposeful and convenient selection of high schools, and the second stage involved the random selection of students in those schools.
Author: Jemmye Ann Helms
Publisher:
ISBN:
Category :
Languages : en
Pages : 121
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School attendance is a major component in the success of a student. School climate is a pivotal factor in why students come to school. The overarching goal of this research project was to determine why students at Hendersonville High School prefer to be absent and what they believe would motivate them to attend school regularly. In order to accomplish this task, quantitative and qualitative research questions were used. Quantitative 1. How do 9th grade students at Hendersonville High School rate items related to academic work and engagement on the HSSSE? 2. How do 9th grade students at Hendersonville High School rate items related to safety and engagement on the HSSSE? 3. How do 9th grade students at Hendersonville High School rate items related to environment and engagement on the HSSSE? Qualitative 1. What is the 9th grade attendance pattern at Hendersonville High School? 2. What are 9th grade students’ perceptions of academic work, safety and environment as they relate to absenteeism? Results of the study showed that teachers use limited method of instruction (lecture only), the student body is punished as a whole for individual actions, lack of art based learning, lack of technology and eating healthier. In the analysis of the focus group respondents survey data, common reasons for boredom included: (1) work not challenging enough, (2) material wasn’t interesting, (3) teaching method not interesting, and (4) half of all focus group respondents stated that a common reason for boredom was no interaction with teacher. Recommendations include the following: professional development opportunities for teachers, developing a new discipline policy for combating issues on an individual basis instead of punishing groups of people. Improving the curriculum to incorporate art based learning through grade levels, and introduce new classes and after school opportunities for students to participate in art based learning. Improve use of and accessibility to technology in the classroom and for individual student use. Improving school breakfast and lunch to include a healthier variety of foods to choose from.
