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Showing papers on "Student engagement published in 1983"


Journal ArticleDOI
TL;DR: In this paper, the concept of student cognitive engagement and the manner in which classroom instruction may develop self-regulated learners are analyzed. But, since theory and research on academic motivation, to date only vaguely define the role of learning processes, and since studies of learning strategies rarely assess motivational outcomes, their analysis integrates these two streams of literature.
Abstract: The article analyzes the concept of student cognitive engagement, and the manner in which classroom instruction may develop self‐regulated learners. Since theory and research on academic motivation, to date only vaguely define the role of learning processes, and since studies of learning strategies rarely assess motivational outcomes, our analysis integrates these two streams of literature. We also identify specific features of instruction and discuss how they might influence the complex of student interpretive processes focal to classroom learning and motivation. Measurement issues and research strategies peculiar to the investigation of cognitive engagement are addressed.

812 citations


Journal ArticleDOI
TL;DR: The authors found that both teachers and students view the overwhelming proportion of power use to stem from reward, referent, and expert bases, and that even though statistically significant associations between teacher and student perceptions were found, teacher/student perceptions of the use of power are not isomorphic.
Abstract: The primary focus of this study was to determine the degree to which teachers and students have shared perceptions of the use of power in the classroom. The results indicated that even though statistically significant associations between teacher and student perceptions were found, teacher/student perceptions of the use of power are not isomorphic. The results also indicated that both teachers and students view the overwhelming proportion of power use to stem from reward, referent, and expert bases.

234 citations



Journal ArticleDOI
TL;DR: In this paper, the authors presented and discussed data based on the perceptions of 128 persistent school absentees on their initial and continued reasons for missing school, and found that despite the absentees' generally unfavourable social and educational backgrounds, a greater proportion of the pupils were inclined to blame their institutions rather than social or psychological factors for their behaviour.
Abstract: Summary This paper presents and discusses data based on the perceptions of 128 persistent school absentees on their initial and continued reasons for missing school. The findings suggest that despite the absentees’ generally unfavourable social and educational backgrounds, a greater proportion of the pupils were inclined to blame their institutions rather than social or psychological factors for their behaviour. The results are discussed in the light of the circumstances under which the survey was undertaken, and areas for further research are postulated.

79 citations



Journal ArticleDOI
TL;DR: In this article, the authors investigate how much academic learning time is experienced by elementary and secondary school students during regular physical education classes (ALT-PE) and investigate three major ALT variables, that is, time devoted to specific content areas, learner engaged time with relevant material, and student's success rate.
Abstract: The purpose of this study was to determine how much academic learning time is experienced by elementary and secondary school students during regular physical education classes (ALT-PE) and to investigate three major ALT variables, that is, time devoted to specific content areas, learner engaged time with relevant material, and student's success rate. Subjects were 30 elementary and 31 secondary school physical education teachers; all had two of their regular classes observed according to the ALT-PE observational procedure developed by Siedentop and his colleagues. Group average results were found to be consistent over time, but individual data showed very little stability. The ALT-PE mean results were 31.3% and 36.5% respectively for the elementary and secondary school level and were significantly different. From 19% to 34% of the class period was spent, on the average, in other than P.E. content activities. When class groups, as a whole, were involved in P.E. content activities, students, consid...

57 citations



Journal ArticleDOI
TL;DR: In this article, the authors describe time use in different activities in junior high school and examine relationships between class time use and student achievement, behavior, and attitude in English and mathematics classes.
Abstract: This paper describes time use in different activities in junior high school and examines relationships between class time use and student achievement, behavior, and attitude. A total of 102 English and mathematics classes were observed about 9 hours each. Data included descriptive narratives, time logs, student engagement ratings, and observer ratings of student and teacher behavior. Results showed much variation in the way individual junior high school teachers use class time, within a limited number of activity structures. Significant relationships were found between time use and class achievement and attitude in mathematics classes, but not in English classes.

39 citations


Journal Article
TL;DR: This article studied the role of teachers in socialization and found that teachers see two key aspects of socialization (fostering work and social responsibility) as important education al goals, but not much is known about socialization process as it unfolds in school.
Abstract: I t is a common perception that stu dents receive less guidance today from home, church, and communi ty than they did in the past. Regardless of its truth, this idea has contributed to increased expectations for the socializa tion role the public schools should play. Through socialization, children acquire the work and social skills that enable them to function effectively in the class room, and, later, in the work place. Unfortunately, however, not much is known about the socialization process as it unfolds in school. For the past two years, we have been studying the role teachers play in this process, and it is clear that teachers see two key aspects of socialization—fostering work and social responsibility—as important education al goals.

34 citations


Journal ArticleDOI
TL;DR: In this paper, the authors examined student engaged and non-engaged behaviors in mathematics class within various instructional activities and observed students in the third, fifth and seventh grades with trained observers once each minute throughout the course of a mathematics class on five different occasions.
Abstract: The purpose of this study was to examine student engaged and non-engaged behaviors in mathematics class within various instructional activities. Students in the third, fifth and seventh grades were observed by trained observers once each minute throughout the course of a mathematics class on five different occasions. Data indicated that third and fifth grade teachers utilized seat work a majority of the time whereas the seventh grade employed a majority of teacher-led activities. In addition, as grade level increased, student engagement decreased.

31 citations


Journal ArticleDOI
TL;DR: In this article, the authors proposed a method to reduce stress in student teachers by reducing stress in the teacher education curriculum and reducing the workload of the teacher teacher and the student teacher.
Abstract: (1983). Reducing stress in student teachers. The Teacher Educator: Vol. 19, No. 2, pp. 19-24.

Journal ArticleDOI
TL;DR: In this article, the authors used data from the National Longitudinal Surveys of Youth Labor Market Behavior (NLMWBehavior) to compare the performance of public and private schools and found that, with the exception of a slight gain in verbal achievement for Hispanics in private schools, and a slight increase in vocational achievement for white students in public schools, the sectors do not differ in the amount of learning produced.
Abstract: Conclusions from the 1981 public-private schooling report of Coleman, Hoffer and Kilgore are for the most part unsupported by data from the National Longitudinal Surveys of Youth Labor Market Behavior. With the exception of a slight gain in verbal achieveme'nt for Hispanics in private schools, and a slight gain in vocational achievement for white students in public schools, the sectors do not differ in the amount of learning produced, once the appropriate background and curriculum controls are introduced. Attending Catholic school does slightly raise expected educational attainments. Consistent sector differences do appear in the rated quality of student life-instructional quality, discipline, safety, and peer relations are rated higher in private schools, while learning freedom and job counseling opportunities are rated higher in public schools. The discussion emphasizes the crucial difference between learning and quality of student life as criteria for making policy recommendations.


Journal ArticleDOI
TL;DR: The authors investigated the effects of student characteristics on teacher reports of their classroom behavior and found that those characteristics more relevant to student performance in school, student achievement record, and social behavior record have a greater impact on teacher behavior than student characteristics that are less relevant to students performance, sex, and ethnicity.
Abstract: Two studies were designed to investigate the effects of student characteristics on teacher reports of their classroom behavior. Unlike earlier studies of differences in teacher behavior associated with differences in student characteristics, these studies also examined the effects of student behavior, represented by hypothetical classroom problems presented to teachers. Our analysis suggests that teacher behavior is affected more by immediate student behavior than by the student characteristics. Further, those characteristics more relevant to student performance in school, student achievement record, and social behavior record have a greater impact on teacher behavior than student characteristics that are less relevant to student performance, sex, and ethnicity. In contrast with studies which portray teachers as indulging their prejudices, our studies indicate that teachers behave rationally in their interactions with students with different characteristics as they use available information to formulate a...


Journal ArticleDOI
TL;DR: The effects of a mastery learning strategy modified to limit diagnosis to two cycles were tested with high school chemistry students as discussed by the authors, and the results indicate that achievement of mastery learning students was significantly greater than that of non-mastery control students.
Abstract: The effects of a mastery learning strategy modified to limit diagnosis to two cycles were tested with high school chemistry students. The results indicate that achievement of mastery learning students was significantly greater than that of nonmastery control students. On-task behavior (academic engagement) of mastery learning students increased in a linear fashion during the study (45 instructional days), while on-task behavior of nonmastery students decreased. Attitudes toward science and science instruction were not significantly different but were positive in both mastery and nonmastery conditions.




Journal ArticleDOI
TL;DR: This paper explored relationships in a model of student academic motivation using an existing set of classroom data at the third grade level, and provided evidence that the nature of the class group may alter such relationships.
Abstract: The study explored relationships in a model of student academic motivation using an existing set of classroom data at the third grade level. The investigation was also a mechanism for increasing understanding of a complex set of classroom variables. Results supported expected relationships among student verbal ability, internality, selfesteem, and academic performance, and provided evidence that the nature of the class group may alter such relationships. The discussion highlights difficulties involved in attempting to apply a theoretical model to data not created for that purpose.


Journal ArticleDOI
TL;DR: The authors described general and specific models for guiding intentional student development, with an emphasis on the CORE (Cohesion, Organization, Resourcefulness, Energy) model with a focus on energy efficiency.
Abstract: Student organization development is an evolving technology for conducting intentional student development. This article contains a description of general and specific models for guiding this effort, with an emphasis on the CORE (Cohesion, Organization, Resourcefulness, Energy) model.

Journal Article
TL;DR: The authors investigated the relationship between motivation and writing, specifically addressing the role of extrinsic and intrinsic motivational factors as they affect attitudes and self-reported performance in the composition classroom and found that extrinsically motivated students tend to view writing as unimportant in our society, that they would not take a composition course if it were not required, and that they do not enjoy writing.
Abstract: This study was designed to investigate the relationship between motivation and writing, specifically addressing the role of extrinsic and intrinsic motivational factors as they affect attitudes and self-reported performance in the composition classroom. The research questions addressed were: (1) Do college freshman composition students tend to be extrinsically or intrinsically motivated? (2) On the basis of extrinsic and intrinsic motivation categorization of students, what are the characteristics of each group? No significant differences were found between extrinsic and intrinsic clusters with regard to age, sex, major field of study, or type of secondary education. Significant differences were obtained for 21 of the 24 behavioral/attitude variables that were identified and subjected to chi-square analysis. Results indicate that extrinsically motivated students tend to view writing as unimportant in our society, that they would not take a composition course if it were not required, and that they do not enjoy writing. Furthermore, they tend not to revise papers before turning in a final draft, not to value teacher comments, and not to believe that writing can be taught. In these and other respects, extrinsically motivated students differ from those who are intrinsically motivated. Curiosity seems to be a key motivating factor on most levels of behavior, so psychologists have accepted for at least a decade that there is "intrinsic motivation" to know, to find things out (see, for example, Berlyne, 1960; Brennen, Ames, & Moore, 1966; Bruner, 1966; Day, Berlyne, & Hunt, 1971; and Friedman, 1972). Balancing "curiosity," however, is a set of quite different and equally important motivating factors: external incentives and reinforcement. While extrinsic and intrinsic motivators may occasionally overlap, on the whole the bifurcation is fairly clear. Extrinsic factors consist of such elements as societal pressures and norms, institutional rewards, and the immediate gratification of physiological/ psychological desires. Intrinsic factors consist of such things as ego, or self-image, curiosity, and hierarchy. Because motivation is inextricably linked to learning and achievement, there have been many efforts to incorporate motivation theory into the school environment. Staats and Butterfield (1965), for example, developed a system they called "token economies," in which students could This research was funded, in part, by a grant from the Freshman Writing Program, University of Southern California. Research in the Teaching of English, Vol. 17, No. 2. May 1983





Journal ArticleDOI
01 May 1983
TL;DR: The students of today are said to be different from those of ten years or so ago as mentioned in this paper, which is a claim largely based on casual observation and the repetition of themes in popular discussion, but it is the burden of this paper to question its extent and to give some systematic conceptualisation if not explanation of the nature of changes which can be documented.
Abstract: The students of today are said to be different from those of ten years or so ago. It is a claim largely based on casual observation and the repetition of themes in popular discussion. Certainly there is some evidence of change, but it is the burden of this paper to question its extent and to seek to give some systematic conceptualisation if not explanation of the nature of changes which can be documented.


Journal ArticleDOI
TL;DR: In this paper, active student engagement in a large lecture course seems to be a contradiction in terms, and how can the power of the teacher in this setting be used to remove the apparent conflict?
Abstract: Active student engagement in a large lecture course seems to be a contradiction in terms. How can the power of the teacher in this setting be used to remove the apparent conflict?