Building on and extending existing research, this article proposes a 4-phase model of interest development. The model describes 4 phases in the development and deepening of learner interest: triggered situational interest, maintained situational interest, emerging (less-developed) individual interest, and well-developed individual interest. Affective as well as cognitive factors are considered. Educational implications of the proposed model are identified.

The Four-Phase Model of Interest Development.

In today’s highly dynamic and interactive business environment, the role of “customer engagement” (CE) in cocreating customer experience and value is receiving increasing attention from business practitioners and academics alike. Despite this interest, systematic scholarly inquiry into the concept and its conceptual distinctiveness from other, associated relational concepts has been limited to date. This article explores the theoretical foundations of CE by drawing on relationship marketing theory and the service-dominant (S-D) logic. The analysis also examines the use of the term “engagement” in the social science, management, and marketing academic literatures, as well as in specific business practice applications. Five fundamental propositions (FPs) derived from this analysis are used to develop a general definition of CE, and distinguish the concept from other relational concepts, including “participation” and “involvement.” The five propositions are used in the development of a framework for future r...

http://www.artexperience.it/uploads/9/2/9/2/9292963/brodie_et_alt__customer_engagement.pdf

Customer Engagement Conceptual Domain, Fundamental Propositions, and Implications for Research

This article provides an overview of the literature concerning successful school leadership. It draws on the international literature and is derived from a more extensive review of the literature completed in the early stage of the authors’ project. The prime purpose of this review is to summarise the main findings from the wealth of empirical studies undertaken in the leadership field.

/pdf/seven-strong-claims-about-successful-school-leadership-xj2ujm44sa.pdf

Seven strong claims about successful school leadership

A meta-analytic approach was used to investigate the associations between affective qualities of teacher–student relationships (TSRs) and students’ school engagement and achievement. Results were based on 99 studies, including students from preschool to high school. Separate analyses were conducted for positive relationships and engagement (k = 61 studies, N = 88,417 students), negative relationships and engagement (k = 18, N = 5,847), positive relationships and achievement (k = 61, N = 52,718), and negative relationships and achievement (k = 28, N = 18,944). Overall, associations of both positive and negative relationships with engagement were medium to large, whereas associations with achievement were small to medium. Some of these associations were weaker, but still statistically significant, after correction for methodological biases. Overall, stronger effects were found in the higher grades. Nevertheless, the effects of negative relationships were stronger in primary than in secondary school.

/pdf/the-influence-of-affective-teacher-student-relationships-on-12s9sf1bbc.pdf

The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement A Meta-Analytic Approach

Research supports the connection between engagement, achievement, and school behavior across levels of economic and social advantage and disadvantage. Despite increasing interest and scientific findings, a number of interrelated conceptual and methodological issues must be addressed to advance this construct, particularly for designing data-supported interventions that promote school completion and enhanced educational outcomes for all students. Of particular concern is the need to (a) develop consensus on the name of the construct, (b) identify reliable measures of the dimensions of the construct, and (c) complete the construct validation studies needed to move research and intervention forward. © 2008 Wiley Periodicals, Inc.

Student engagement with school: Critical conceptual and methodological issues of the construct.

The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement. Engagement is presumed to be malleable, responsive to contextual features, and amenable to environmental change. Researchers describe behavioral, emotional, and cognitive engagement and recommend studying engagement as a multifaceted construct. This article reviews definitions, measures, precursors, and outcomes of engagement; discusses limitations in the existing research; and suggests improvements. The authors conclude that, although much has been learned, the potential contribution of the concept of school engagement to research on student experience has yet to be realized. They call for richer characterizations of how students behave, feel, and think—research that could aid in the development of finely tuned interventions

https://www.jstor.org/stable/pdfplus/3516061.pdf

School Engagement: Potential of the Concept, State of the Evidence

Assessment of children's reading has a long history in U.S. education and remains a foundation for improving teaching and learning. This chapter examines developmental issues that surround practices for assessing beginning readers. In particular, we examine and re-interpret the evidence for federal policies emphasizing assessments that have been implemented across the nation, and we suggest an alternative interpretation of the research. Our analyses of early reading assessments reveal how developmental trajectories of different skills may contradict the prevailing component skills view of reading development. The nonlinear growth, universal mastery, and co-dependency of some reading skills (e.g., alphabet knowledge, concepts about print, phonemic awareness) may confound early reading assessments and lead to misinterpretations of data about early reading. This misinterpretation results in early reading practices that privilege some skills over others, and the consequences for teachers and students are enormous. We argue for a more balanced view of assessment that targets a wider variety of skills and accomplishments. Thus, the chapter connects conceptual, methodological, and practical aspects of children's reading development to show the value of an applied psychological perspective on educational issues.


Keywords:

applied psychology;
early reading;
linguistic assessment;
literacy development

Alison H. Paris

Papers

School Engagement: Potential of the Concept, State of the Evidence

Assessments of Early Reading