New Conceptual Frameworks for Student Engagement Research, Policy, and Practice
01 Sep 2013-Review of Educational Research (SAGE PublicationsSage CA: Los Angeles, CA)-Vol. 83, Iss: 3, pp 432-479
TL;DR: In this article, student engagement research, policy, and practice must become more nuanced and less formulaic, and the ensuing review is structured accordingly, guided in part by social-ecological analysis and social-cultural theory.
Abstract: Student engagement research, policy, and practice are even more important in today’s race-to-the top policy environment. With a priority goal of postsecondary completion with advanced competence, today’s students must be engaged longer and more deeply. This need is especially salient for students attending schools located in segregated, high-poverty neighborhoods and isolated rural communities. Here, engagement research, policy, and practice must become more nuanced and less formulaic, and the ensuing review is structured accordingly. Guided in part by social-ecological analysis and social-cultural theory, engagement is conceptualized as a dynamic system of social and psychological constructs as well as a synergistic process. This conceptualization invites researchers, policymakers, and school-community leaders to develop improvement models that provide a more expansive, engagement-focused reach into students’ family, peer, and neighborhood ecologies.
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TL;DR: In The flat world and education: how America's commitment to equity will affect the future of education as discussed by the authors, Linda Darling-Hammond, New York, NY, Teacher's College Press, 2010, 394 pp., £20.91 (paperback), ISBN 978-0-8077-4962-3
Abstract: by Linda Darling-Hammond, New York, NY, Teacher’s College Press, 2010, 394 pp., £20.91 (paperback), ISBN 978-0-8077-4962-3 In The flat world and education: how America’s commitment to equity will d...
778 citations
684 citations
TL;DR: In this article, the authors examine relationships among context, student engagement, and adjustment, and provide a short overview of the papers in this special issue highlighting their theoretical frameworks, methodologies, and analytical techniques by which many of the challenges outlined in this introduction are addressed.
357 citations
Book•
01 Jan 2009
TL;DR: The Digital Youth Project as discussed by the authors was a three-year research effort funded by the John D. and Catherine T. MacArthur Foundation to study how young people are living and learning with new media in varied settings.
Abstract: This report summarizes the results of an ambitious three-year ethnographic study, funded by the John D. and Catherine T. MacArthur Foundation, into how young people are living and learning with new media in varied settings -- at home, in after school programs, and in online spaces. It offers a condensed version of a longer treatment provided in the book Hanging Out, Messing Around, and Geeking Out (MIT Press, 2009). The authors present empirical data on new media in the lives of American youth in order to reflect upon the relationship between new media and learning. In one of the largest qualitative and ethnographic studies of American youth culture, the authors view the relationship of youth and new media not simply in terms of technology trends but situated within the broader structural conditions of childhood and the negotiations with adults that frame the experience of youth in the United States.The book that this report summarizes was written as a collaborative effort by members of the Digital Youth Project, a three-year research effort funded by the John D. and Catherine T. MacArthur Foundation and conducted at the University of California, Berkeley, and the University of Southern California.John D. and Catherine T. MacArthur Reports on Digital Media and Learning
310 citations
References
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TL;DR: An apparatus for measuring at least two of the following characteristics of a fluid; pH, partial pressure of dissolved gas or gases therein, inorganic ion concentration, hemoglobin, temperature, and the like, the apparatus comprising a vessel having a flow channel for fluid passing therethrough and means for inducing turbulence in the channel at specified locations.
Abstract: An apparatus for measuring at least two of the following characteristics of a fluid; pH, partial pressure of dissolved gas or gases therein, inorganic ion concentration, hemoglobin, temperature, and the like, the apparatus comprising a vessel having a flow channel for fluid passing therethrough and means for inducing turbulence in the channel at specified locations; sensors for the above enumerated fluid characteristics located in the vessel along the channel and within the area of induced turbulent flow; and integral heat-exchanging means e.g., cartridge heaters, within the vessel and external solid state circuitry for maintaining or achieving a preselected temperature in a fluid passing through the vessel and in the sensors. Also disclosed is such an apparatus adapted to the analysis of very small quantities of fluids, e.g., blood, including components for sample storage and transfer, preheating, propulsion and electronic read out and display.
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Book•
01 Jan 1987TL;DR: In the second edition of this text, Tinto synthesizes far-ranging research on student attrition and on actions institutions can and should take to reduce student attrition as mentioned in this paper, showing that effective retention is in a strong commitment to quality education and the building of a strong sense of inclusive educational and social community on campus.
Abstract: As enrollments continue to decline, student retention is increasingly vital to the survival of most colleges and universities. In the second edition of this text, Tinto synthesizes far-ranging research on student attrition and on actions institutions can and should take to reduce it. The key to effective retention, Tinto demonstrates, is in a strong commitment to quality education and the building of a strong sense of inclusive educational and social community on campus. This revised and expanded edition incorporates the explosion of recent research and policy reports on why students leave higher education. Incorporating current data, Tinto applies his theory of student departure to the experiences of minority, adult and graduage students, and to the situation facing commuting institutions and two-year colleges. He has revised his theory, giving new emphasis to the central importance of the classroom experience and to the role of multiple college communities.
9,733 citations
"New Conceptual Frameworks for Stude..." refers background in this paper
...…are not open to them—namely, “college is not for people like me”—social exclusion is implicated (H. A. Lawson, 2009), and it carries with it profound implications for student engagement, institutional disidentifaction, and dropout (Oyersman et al., 2011; Rumberger & Rotermund, 2012; Tinto, 1994)....
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...…events can contribute to more enduring, long-term school attachments, including the dispositional orientation that school supports students’ identities, interests, and long-term goals (Freire, 2006; Gonzalez, Moll, & Amanti, 2005; C. D. Lee, 2012; Rumberger & Rotermund, 2012; Tinto, 1994)....
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TL;DR: The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement as mentioned in this paper, and it is presumed to be malleable, responsive to contextual features, and amenable to environmental change.
Abstract: 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
7,641 citations
"New Conceptual Frameworks for Stude..." refers background in this paper
...…or “status risk” variables (e.g., Finn & Zimmer, 2012) typically included in the engagement research literature, including student race, ethnicity, socioeconomic status background, and previous academic history (e.g., Feldman & Matjasko, 2005; Fredericks et al., 2004; Rumberger & Rotermund, 2012)....
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...In these studies, engagement is typically conceptualized as a metaconstruct, consisting of three primary indicators or forms (after Fredericks et al., 2004)....
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...Studies of students’ cognitive engagement typically focus on students’ psychological investments in academic tasks (Fredericks et al., 2004)....
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...These indicators of engagement are: (a) affective-emotional engagement, (b) cognitive engagement, and (c) behavioral engagement (Appleton et al., 2008; Fredericks et al., 2004; Furlong & Christenson, 2008)....
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...439 Researchers use the concept of school engagement to investigate student involvement in school-sponsored and -related activities (Fredericks et al., 2004)....
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TL;DR: In this article, a correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes.
Abstract: A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes. A self-report measure of student self-efficacy, intrinsic value, test anxiety, self-regulation, and use of learning strategies was administered, and performance data were obtained from work on classroom assignments. Self-efficacy and intrinsic value were positively related to cognitive engagement and performance. Regression analyses revealed that, depending on the outcome measure, self-regulation, self-efficacy, and test anxiety emerged as the best predictors of performance. Intrinsic value did not have a direct influence on performance but was strongly related to self-regulation and cognitive strategy use, regardless of prior achievement level. The implications of individual differences in motivational orientation for cognitive engagement and self-regulation in the classroom are discussed. Self-regulation of cognition and behavior is an important aspect of student learning and academic performance in the classroom context (Corno & Mandinach, 1983; Corno & Rohrkemper, 1985). There are a variety of definitions of selfregulated learning, but three components seem especially important for classroom performance. First, self-regulated learning includes students' metacognitive strategies for planning, monitoring, and modifying their cognition (e.g., Brown, Bransford, Campione, & Ferrara, 1983; Corno, 1986; Zim
7,442 citations