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Author: Krystal R. Thomas
Publisher:
ISBN:
Category : Identity (Philosophical concept)
Languages : en
Pages : 61
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Book Description
As the student body in the United States continues to become more diverse, it is critically important to understand the factors that influence African American and Latinx students' engagement, including what they bring to the classroom, and their perceptions of what is occurring in the classroom. During early adolescence, youth are making meaning and internalizing the proximal influences their classrooms have on their sense of self and subsequent academic outcomes. Among school variables, teaching quality accounts for some amount of variation in student achievement. This dissertation project explored whether there were gender differences among 205 middle school students' perceptions of classroom practices. The study also assessed whether differences in boys' and girls' perceptions of classroom practices had different influences on their self-systems (e.g., components of ethnic-racial identity and social efficacy with teacher), and classroom engagement. Study results suggest that boys and girls rate similar exposure to social-emotional classroom practices from their teachers, however invariance tests demonstrate these practices have different meanings for boys and girls. In addition, results indicate that exposure to social-emotional classroom practices is affirming for components of boys' ethnic-racial identity, such as their racial centrality, public regard, and private regard, which in turn predicted higher classroom engagement. Whereas for girls, classroom practices only affirmed their private regard which in turn predicted higher classroom engagement. Social efficacy with one's teacher did not mediate the association between classroom practices and classroom engagement as previously hypothesized for neither girls nor boys. This study also found that girls' grade level was an important covariate in the model, which implies there are important developmental considerations in the dynamic relationship between the classroom context and students' self-systems. Findings from this study suggest some important implications for policy and curricula development around teacher training and teaching practices that enhance academic and social outcomes for students of color. In particular, practices that encourage collaboration and sharing of ideas and knowledge among African and Latinx students are both developmentally, and culturally responsive for students' sense of self and engagement in class.
Author: Krystal R. Thomas
Publisher:
ISBN:
Category : Identity (Philosophical concept)
Languages : en
Pages : 61
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Book Description
As the student body in the United States continues to become more diverse, it is critically important to understand the factors that influence African American and Latinx students' engagement, including what they bring to the classroom, and their perceptions of what is occurring in the classroom. During early adolescence, youth are making meaning and internalizing the proximal influences their classrooms have on their sense of self and subsequent academic outcomes. Among school variables, teaching quality accounts for some amount of variation in student achievement. This dissertation project explored whether there were gender differences among 205 middle school students' perceptions of classroom practices. The study also assessed whether differences in boys' and girls' perceptions of classroom practices had different influences on their self-systems (e.g., components of ethnic-racial identity and social efficacy with teacher), and classroom engagement. Study results suggest that boys and girls rate similar exposure to social-emotional classroom practices from their teachers, however invariance tests demonstrate these practices have different meanings for boys and girls. In addition, results indicate that exposure to social-emotional classroom practices is affirming for components of boys' ethnic-racial identity, such as their racial centrality, public regard, and private regard, which in turn predicted higher classroom engagement. Whereas for girls, classroom practices only affirmed their private regard which in turn predicted higher classroom engagement. Social efficacy with one's teacher did not mediate the association between classroom practices and classroom engagement as previously hypothesized for neither girls nor boys. This study also found that girls' grade level was an important covariate in the model, which implies there are important developmental considerations in the dynamic relationship between the classroom context and students' self-systems. Findings from this study suggest some important implications for policy and curricula development around teacher training and teaching practices that enhance academic and social outcomes for students of color. In particular, practices that encourage collaboration and sharing of ideas and knowledge among African and Latinx students are both developmentally, and culturally responsive for students' sense of self and engagement in class.
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: Lori D. Patton
Publisher: John Wiley & Sons
ISBN: 1118821793
Category : Education
Languages : en
Pages : 560
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Book Description
THE ESSENTIAL STUDENT DEVELOPMENT REFERENCE, UPDATED WITH CUTTING-EDGE THEORY AND PRACTICE Student Development in College is the go-to resource for student affairs, and is considered a key reference for those most committed to conscious and intentional student affairs practice. This third edition includes new chapters on social class, disability, and emerging identity theories, with expanded coverage of faith and gender identity. A new framework provides guidance for facilitating dialogues about theory, teaching theory, and the importance of educators as consumers of theory. Discussion questions conclude each chapter and vignettes are woven throughout to provide practical context for theory. Learning activities in the appendix promote comprehension and application of theory. Get updated on the latest in student development theory and application Consider both the psychosocial and cognitive aspects of identity Learn strategies for difficult dialogues, and the importance of reflection Adopt an integrated, holistic approach to complex student development issues Student Development in College is the ideal resource for today's multifaceted student affairs role. "With five new or expanded chapters and critical updates throughout the text, this third edition expertly presents the complex, multifaceted, and continually evolving nature of the theories that inform scholars and professionals in their research and practice with college students. These authors, consummately aware of the needs of emerging and continuing student affairs professionals, have crafted a text that will be both eminently practical and intellectually engaging for graduate students, professionals, and faculty alike." —Dafina-Lazarus Stewart, associate professor, higher education and student affairs, Bowling Green State University "This third edition of Student Development in College beautifully presents the theoretical terrain of student development by honoring the foundational theories upon which the field was developed and foregrounding newer theories with brand new content and fresh perspectives. The result is a text that is comprehensive, sophisticated, and accessible—and one that is attuned to the contemporary realities of the complexities of student development." —Susan R. Jones, professor, higher education and student affairs, The Ohio State University
Author: Amy L. Reschly
Publisher: Springer Nature
ISBN: 3031078535
Category : Psychology
Languages : en
Pages : 672
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Book Description
The second edition of the handbook reflects the expanding growth and sophistication in research on student engagement. Editorial scope and coverage are significantly expanded in the new edition, including numerous new chapters that address such topics as child and adolescent well-being, resilience, and social-emotional learning as well as extending student engagement into the realm of college attendance and persistence. In addition to its enhanced focus on student engagement as a means for promoting positive youth development, all original chapters have been extensively revised and updated, including those focusing on such foundational topics related to student engagement as motivation, measurement, high school dropout, school reform, and families. Key areas of coverage include: Demography and structural barriers to student engagement. Developmental and social contexts of student engagement. Student engagement and resilience. Engaging students through effective academic instruction and classroom management. Social-emotional learning and student mental health and physical well-being. Student engagement across the globe, languages, and cultures. The second edition of the Handbook of Research on Student Engagement is the definitive resource for researchers, scientist-practitioners and clinicians as well as graduate students in such varied fields as clinical child and school psychology, social work, public health, educational psychology, teaching and teacher education, educational policy, and all interrelated disciplines.
Author: Sandra L. Christenson
Publisher: Springer Science & Business Media
ISBN: 1461420180
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: Myint Swe Khine
Publisher: Taylor & Francis
ISBN: 1003854842
Category : Education
Languages : en
Pages : 257
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Book Description
In this book, first-hand accounts from academics and practitioners explore the concept of "professional identity development" in the context of higher education and provide guidance to develop and enhance professionalism. The Development of Professional Identity in Higher Education presents a new understanding of identity development. Highlighting the importance of building positive identities in the development of a professional career, it argues for a reframing of the way academics think of themselves, suggesting the role of "practitioner" as one in which there is a continuous need to develop their professionalism as it connects to their daily practices and different identities. With contributions from a range of international authors, it demonstrates how professional development can change our beliefs and perceptions of the profession itself, whether it be through on-the-job instruction aimed at making teachers/researchers better, or through "self-learning" whereby teachers and researchers learn to develop and enhance their teaching and research competency through daily activities and self-analysis. This book will be of great interest to researchers and graduate and postgraduate students in teacher education and professional development.
Author: Ruth Gurgel
Publisher: Rowman & Littlefield
ISBN: 1475813406
Category : Music
Languages : en
Pages : 189
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Book Description
Within public schools in the United States, students of color are truncating their music education experiences at higher rates than their white counterparts. Music educators have searched for explanations of this phenomenon as well as effective interventions, yet there has been little overall improvement of these statistics. Ruth Gurgel presents and analyzes the perspectives of eight students and their teacher in a pluralistic 7th grade choir classroom at Clark Middle School, located in a large Midwestern urban school district. Through the eyes of the students, music teachers gain insight into the complexity of the engagement cycle as well as interventions that increase and maintain deep engagement. Ruth Gurgel looks at the intersection of instruction, relationships, and music in the classroom, highlighting how each component affects students. Taught by the Students provides an analysis of music education through the lens of Culturally Relevant Pedagogy, connecting this body of literature to Ruth Gurgel’s research in the music classroom at Clark Middle School.
Author: Pamela Cantor
Publisher: Routledge
ISBN: 100039977X
Category : Education
Languages : en
Pages : 245
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Book Description
This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.
Author: K. Ann Renninger
Publisher: Psychology Press
ISBN: 1317783522
Category : Psychology
Languages : en
Pages : 423
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Book Description
Interest is just emerging as a critical bridge between cognitive and affective issues in both learning and development. This developing "interest" in interest appears to be linked to an increasing concern for studying the individual in context, examining affective variables as opposed to purely structural features of text, analyzing the interrelationship of cognitive and social development, understanding practical applications of theories of motivation, and recognizing the importance of developmental psychology for the study of learning. This book addresses both how individual interest and interest inherent in stimuli (books, text, toys, etc.) across subjects affect cognitive performance. While the book's particular emphasis is on theory-driven research, each of the contributing authors offers a unique perspective on understanding interest and its effects on learning and development. As such, each has contributed a chapter in which particular questions in interest research are described and linked to a clearly stated theoretical perspective and recent findings. Relevant material from the broader literatures of psychology and education are analyzed in the context of these discussions. In addition, the introductory and concluding chapters build on the contributions to the volume by providing the basis of a coherent view of interest across genres such as stories and expository text, and domains as varied as play, reading, and mathematics.
Author: Hien Khong
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
College has traditionally been regarded as a critical period of time for students to develop their scientific knowledge and skills in order to be prepared for a career. This thesis investigates the impact of three overarching components throughout the undergraduate physics program on students' identity development of physics undergraduate students: physics laboratories, sense of belonging, and future career development. The first component focuses on upper-division students' interactions in the advanced physics laboratory to form equitable or inequitable collaboration. The second component investigates students' sense of belonging to their departments, which is impacted by their perceptions of departmental features. The final component involves students imagining their future professional selves and the interaction of future selves with past selves. The sum of these three overarching components provides a comprehensive picture of students' needs and issues that must be addressed in order to advocate for a meaningful physics program for all students. In this dissertation, each overarching component will be presented as a separate project. The first project investigates the dynamics of group work in mixed-gender groups of three physics students. Two theoretical constructs are used to characterize dynamics of students' interactions: perceived expertise and inchargeness. We hypothesize that the distribution of positionings within these constructs will have an effect on equity, which is defined as everyone having a fair opportunity to access on-task discussion and experimental equipment. Observing three groups of students working on X-ray diffraction and torsional oscillation, the study found that members with high perceived expertise tend to use their confidence in discourse to direct others' behaviors and the group's activities. Group members with more perceived expertise and inchargeness have full access to on-task discussions and laboratory equipment. Conversely, the students with lower perceived expertise and inchargeness can have either full or limited access to on-task discussions and equipment. Their access depends on how the students with higher perceived expertise and inchargeness facilitate the group activities. Findings from this study suggests noticing these dynamics in the classroom and work to increase fair access to all students. The second project highlights students' perceptions of departmental features that can support or inhibit students' sense of belonging (SB). Double-majored students are selected from the data cohort to explore their sense of belonging in four departments: physics, education, math, and computer science (CS). Situating the project into the Community of Practice Framework, features of departmental communities of practice are identified that can support or diminish mutual engagement, which is defined as activities that members participate in together to build connections and relationships. Theoretically, the greater the mutual engagement between departmental members, the more likely it is that members will shift toward central membership, resulting in a strong SB in the department. The project conducted semi-structured interviews and multiple case studies to identify a set of departmental features that can impact a SB: collaboration, extracurricular activities, future career supports, and building structure. We conclude that if the four departmental features are perceived to foster the mutual engagement between students and faculty as well as among students, students are more likely to develop the central membership in the department, thereby increasing a SB. In contrast, if departmental features are perceived to be less accessible for students to form mutual engagement, students' central membership is less likely to develop, sequentially lowering students' SB. The study's implications include departmental suggestions for improving students' SB, resulting in a more inclusive learning environment for all students. The last project is situated within Possible Selves Theory to explore senior students and recent alumni in STEM envisioning future professional identity after college. Longitudinal semi-structured interviews at a large urban university in the United States were conducted to ask participants about their career plans and resources they needed to develop future possible selves. This study presents multiple case studies of four physics students exploring, adjusting, and refining their future possible selves. Overall, all case studies express well-elaborated future possible selves constructed by integrating academic and sociocultural experiences. In particular, positive academic experiences from courses, research, and conferences enhance students' interest and self-efficacy in a discipline/field, resulting in constructing future possible selves in the field. However, consistent with prior study, negative experiences such as not being valued by peers can reduce students' self-efficacy, sequentially sabotaging students' possible selves in the field. Personality, living habits, and social identity are also incorporated in order to make future selves congruent with sociocultural experiences. Furthermore, analyzing students' narratives about futures also reveals two primary possible selves paths: a path of narrowing and refining imagined future; and a path of trying new selves in series. The findings from the three projects provide an understanding of students' dynamics in physics classrooms, as well as students' needs throughout their undergraduate programs to develop a sense of belonging and a professional identity. These insights can then be translated into implications for administrators and faculty to consider in order to create a campus environment that encourages students to progress through their undergraduate studies and into their professional lives.
