Search results for: Harris Lois
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This article proposes a distinction between student engagement in schooling and engagement in learning based on literature and empirical results. Data from a phenomenographic study of 20 Australian teachers were analysed to show how teacher thinking related to this distinction.
Updated: Nov. 30, 2011
Delivering, Modifying or Collaborating? Examining Three Teacher Conceptions of How to Facilitate Student Engagement
This study utilised a phenomenographic approach to examine teacher conceptions of how to facilitate student engagement. 20 secondary school English teachers from Australia were participated in this study. 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.
Updated: Sep. 19, 2010