International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Student engagement
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31 items
11
This study compares levels of self-reported academic engagement between female graduates of single-sex and coeducational private high schools using nationwide data on these students at the point of college entry. This study demonstrates that school gender remains a significant predictor of self-reported academic engagement when controlling for other school characteristics. The results reveal that women attending all-girls high schools report higher levels of academic engagement across numerous fronts: studying individually or in groups, interacting with teachers, tutoring other students, and getting involved in student organizations.
Published: 2013
Updated: Mar. 06, 2013
12
The current study examined how teacher characteristics and classroom characteristics predicted teacher self-efficacy for 48 preschool teachers in the U.S. Results showed a significant interaction effect between teachers’ perceptions of collaboration and children’s engagement in predicting teachers’ reported self-efficacy.
Published: 2011
Updated: Jun. 27, 2012
13
The authors investigated the associations between affective qualities of teacher–student relationships (TSRs) and students’ school engagement and achievement by using a meta-analytic approach. Overall, associations of both positive and negative relationships with engagement were medium to large, whereas associations with achievement were small to medium.
Published: 2011
Updated: Apr. 24, 2012
14
In this article, the author was interested to learn more about how 1st-year mathematics teachers use questioning strategies as a method for improving student engagement in whole-class discussions. The author observed two new mathematics teacher whom he mentored in the university. The data reveal that during each of their midterm observations, the two teachers were presenting lessons that exceeded 50% of the total class period . Therefore, they spent less time on engaging students in mathematics discussions. After each midterm conversation, both teachers increase the amount of time that students were discussing mathematics.
Published: 2010
Updated: Jan. 24, 2012
15
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.
Published: 2011
Updated: Nov. 30, 2011
16
This article explores the theoretical foundations of place-based education (PBE). The authors argue that there is a place for PBE in schools but contend that it must be informed by a far more critical reading of the notions of ‘place’, ‘identity’ and ‘community’. The authors use an empirically grounded study to illustrate the potential benefits and limitations of PBE, and conclude with some suggestions as to how schools and teacher education programs might promote the development of socially critical approaches to PBE.
Published: 2011
Updated: Sep. 19, 2011
17
This pre-post multiple-case case study explores elementary school science teachers’ practices and their students’ actions. The study focuses on naturally occurring ordinary events and builds a description of how the strands of proficiencies are being developed. The results of cross-case analyses suggest that while the participating teachers do engage their students in activities and exercises that contribute to the development of all four strands of science proficiency; the nature, duration, and distribution of these activities varied.
Published: 2010
Updated: Dec. 21, 2010
18
This article describes the collaborative inquiry activity of a group of high school mathematics teachers interested in increasing student engagement and problem solving in the classroom. The results show specific and direct links between teacher inquiry and classroom practice. Furthermore, this case study provides specific information on how an inquiry context is linked to the way teachers interact, form theories, and make use of student work.
Published: 2010
Updated: Dec. 03, 2010
19
In this case study, an exemplary seventh grade science teacher’s beliefs, planning decisions, implementation, and student reactions to her student-centered methods were examined over a 4-week unit on genetics.
This situation was unique because the teacher was new to the profession and her students had no prior experience with student-centered methods. Her students initially felt unsure about the tasks they were assigned and sought out more structure. However when the teacher began to scaffold the material, a balance was achieved that resulted in student engagement during the unit.
Published: 2010
Updated: Sep. 19, 2010
20
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.
Published: 2010
Updated: Sep. 19, 2010