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

Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

Teacher efficacy: capturing an elusive construct

Preface Prologue CONTEXT The Tradition of Catholic Schools Research Past and Present INSTITUTIONAL ANALYSIS Classroom Life Curriculum and Academic Organization Communal Organization Governance DIVERSITY AMONG CATHOLIC SCHOOLS The Transition to High School Variations in Internal Operations Single-Sex versus Coeducational Schools EFFECTS The Impact of Academic Organization The Impact of Communal Organization IMPLICATIONS Catholic Lessons for America's Schools Epilogue: The Future of Catholic High Schools Notes References Index

Catholic schools and the common good

But the inequalities facing children before they enter school are less publicized. We should expect schools to increase achievement for all students, regardless of race, income, class, and prior achievement. But it is unreasonable to expect schools to completely eliminate any large pre-existing inequalities soon after children first enter the education system, especially if those schools are under-funded and over-challenged.

Inequality at the Starting Gate: Social Background Differences in Achievement as Children Begin School

Social Capital and Dropping Out of High School: Benefits to At-Risk Students of Teachers' Support and Guidance

In this study, we explore how high schools, through their structures and organization, may influence students’ decisions to stay in school or drop out. Traditional explanations for dropout behavior have focused on students’ social background and academic behaviors. What high schools might do to push out or hold students has received less empirical scrutiny. Using a sample of 3,840 students in 190 urban and suburban high schools from the High School Effectiveness Supplement of the National Educational Longitudinal Study of 1988, we apply multilevel methods to explore schools’ influence on dropping out, taking into account students’ academic and social background. Our findings center on schools’ curriculum, size, and social relations. In schools that offer mainly academic courses and few nonacademic courses, students are less likely to drop out. Similarly, students in schools enrolling fewer than 1,500 students more often stay in school. Most important, students are less likely to drop out of high schools w...

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Dropping Out of High School: The Role of School Organization and Structure

The study reported here identified some characteristics of secondary schools that encourage a high level of achievement and promote an equitable distribution of achievement across the diverse social class, racial/ethnic, and academic backgrounds of students. The data consisted of a subsample of 10,187 students in 160 high schools from High School and Beyond. Hierarchical linear modeling techniques were used to investigate the effect of the normative environment and academic organization of high schools on four social distribution parameters related to mathematics achievement. High average achievement is related to school social composition and to the school's academic emphasis. Although a smaller gap between the achievement of minority and white students is associated with an orderly school climate, less differentiation by social class and academic background are associated with smaller school size, less variability in course taking in mathematics, and a fair and effective disciplinary climate.

Valerie E. Lee

Papers

Catholic schools and the common good

Inequality at the Starting Gate: Social Background Differences in Achievement as Children Begin School

Social Capital and Dropping Out of High School: Benefits to At-Risk Students of Teachers' Support and Guidance

Dropping Out of High School: The Role of School Organization and Structure

A Multilevel Model of the Social Distribution of High School Achievement.