Showing papers on "Student engagement published in 1985"
TL;DR: The authors identified the classroom activities that were related to the low-level and high-level mathematics achievement of boys and girls, and found that the engagement in the following four types of activities was consistently and differentially related to girls versus boys' low level and high level mathematics achievement: competitive mathematics, cooperative mathematics activities, social activities and off-task behavior.
Abstract: This research identified the classroom activities that were related to the low level and high level mathematics achievement of boys and girls. In December and in May, students in 36 fourth grade mathematics classes completed a mathematics test containing low level and high level items from the National Assessment of Educational Progress. During January through April, the engagement/nonengagement in mathematics activities was observed for six randomly selected students of each sex in each class. Results showed that girls and boys did not differ significantly in either mathematics achievement or in observed engagement/nonengagement in mathematics activities. However, engagement in the following four types of activities was consistently and differentially related to girls’ versus boys’ low level and high level mathematics achievement: competitive mathematics activities, cooperative mathematics activities, social activities, and off-task behavior.
304 citations
TL;DR: The Magazine of Higher Learning: Vol. 17, No. 4, pp. 35-39, the authors discusses the importance of involvement as a cornerstone of excellence in higher education.
Abstract: (1985). Involvement the Cornerstone of Excellence. Change: The Magazine of Higher Learning: Vol. 17, No. 4, pp. 35-39.
263 citations
TL;DR: This paper examined the relationship between athletic participation and academic performance among athletes involved in big-time college sports and found that most athletes enter college with optimistic and idealistic goals and attitudes about their impending academic careers.
Abstract: This study examines the relationship between athletic participation and academic performance among athletes involved in big-time college sports. Drawing on four years of participant observation of a major college basketball program, we trace athletes' involvement in academics throughout their college careers. We show that, contrary to popular belief, most athletes enter college with optimistic and idealistic goals and attitudes about their impending academic careers. However, their athletic, social, and classroom experiences lead them to become progressively detached from academics. As a result, they make pragmatic adjustments, abandoning their earlier aspirations and expectations and gradually resigning themselves to inferior academic performance. We conclude that the structure of universities with big-time athletic programs and the athletes' patterned experiences within these universities undermine their attainment of the professed goals of the educational system. We discuss several policy implications of this research.
255 citations
TL;DR: In this article, the authors focus on student and teacher perceptions of psychosocial characteristics of the classroom environment and use students as informants to collect information from teachers and students over many lessons.
Abstract: in the classroom (Dunkin & Biddle 1974; Peterson & Walberg 1979) or techniques of naturalistic inquiry and case study (Stake & Easley 1978). An alternative approach, which forms the basis for this article, focuses on student and teacher perceptions of psychosocial characteristics of the classroom environment. Some advantages of this approach claimed by Walberg and Haertel (1980) are that questionnaire surveys are economical and that, compared with using an external observer, this approach involves the pooled judgments of many students (and possibly the teacher) over many lessons. By using students as informants, it also makes use of an important but often neglected source of information about classrooms (Weinstein 1981). However, this approach is limited because it assumes that students can render valid
168 citations
TL;DR: In this article, students' affective development within the college environment has been studied in the context of higher education, focusing on the effects of the environment on students' academic performance.
Abstract: (1985). Students' Affective Development within the College Environment. The Journal of Higher Education: Vol. 56, No. 6, pp. 640-663.
165 citations
TL;DR: This article presented an innovative model for economic education research on teaching methods at the university level and found that student achievement and attitudes toward economics might be improved by a better match between the teaching style of instructors and the learning style of students.
Abstract: The authors present an innovative model for economic education research on teaching methods at the university level. The results suggest that student achievement and attitudes toward economics might be improved by a better match between the teaching style of instructors and the learning style of students.
145 citations
TL;DR: This paper investigated relationships between two groups of process variables, student engagement and practice trials, and achievement, and found that motor and cognitive engagement were not significant predictors of achievement for the entire sample.
Abstract: This study investigated relationships between two groups of process variables, student engagement and practice trials, and achievement. The effect of initial skill level and class membership in these relationships was also examined. Students (N = 57 after attrition) were pretested, instructed, and posttested on a swimming skill. The two instructional periods were videotaped and coded for motor engagement, cognitive engagement, and the quantity, type, and difficulty level of practice trials. Motor and cognitive engagement were not significant predictors of achievement for the entire sample. Whole-appropriate practice trials were positive predictors of achievement and whole-inappropriate practice trials were negative predictors of achievement. A variety of significant relationships were found when data were analyzed by skill level and class. The data indicate that engagement paradigms may extend to psychomotor skill learning and that the type of practice trials are more important than simple engaged time.
124 citations
TL;DR: In this article, the authors tried to sketch an outline of the learning phenomenon as seen from the learner's perspective by collecting the ideas of 42 university students with regard to learning, concepts related to learning and their study activities.
Abstract: In the study treated here we have tried to sketch an outline of the learning phenomenon as seen from the learner's perspective. By means of a number of open questions that were answered in writing - we collected the ideas of 42 university students with regard to learning, concepts related to learning and their study activities.
109 citations
TL;DR: This article investigated the effects of preperformance information on actual classroom teachers' expectations and attributions for a hypothetical male student and found that teachers had higher expectations for the student with ascending than with descending performance pattern.
Abstract: This study investigated the effects of preperformance information on actual classroom teachers’ expectations and attributions for a hypothetical male student Teachers were found to have higher expectations for the student with ascending than with descending performance pattern and when the student was labeled learning disabled (or had no label) than when the student was labeled mildly retarded Prior special education involvement did not influence expectancies Ascending as compared to descending performance was ascribed more to teacher than student causes in line with egotism considerations
90 citations
TL;DR: In this article, a survey of MSW students at a southern university examines factors associated with student satisfaction with field agency, field instructor, and field learning, finding that students associated the quality of supervision and relevance of learning most highly with satisfaction in their placement experiences.
Abstract: Students' perceptions of their field placements rarely are taken into account in the literature on field practicum and supervision. This survey of MSW students at a southern university examines factors associated with student satisfaction with field agency, field instructor, and field learning. The survey covers student and agency characteristics, learning goals and structure, supervision, and school-agency linkages. Students associated the quality of supervision and relevance of learning most highly with satisfaction in their placement experiences. Being treated as a professional in the agency, school-agency linkages, student characteristics, and amount of time engaged in specific social work activities were found not to be major factors in student satisfaction with field work.
TL;DR: This paper investigated the cognitive engagement processes used by more and less successful learners in a computer problem solving game and found that more successful students also appeared to shift cognitive engagement levels in response to computer game feedback.
Abstract: The study investigated the cognitive engagement processes used by more and less successful learners in a computer problem solving game. These engagement variations were also related to sex and ability differences among students. Performance and engagement were monitored interactively as students learned a computer problem solving game; student comments and notes were also recorded. Results showed the records of more and less successful students to be distinguished by the spontaneous use of self-regulated learning processes — a sophisticated form of cognitive engagement. More successful students also appeared to shift cognitive engagement levels in response to computer game feedback. Success on the computer task and cognitive engagement variations were correlated with student differences in both ability and sex in this sample.
TL;DR: In this article, the lecturer used his authority to give his students responsibility for their own assessment, and students were expected to set their own goals, week-by-week, and prepare a self-assessment, which was open to questioning and discussion by other members of the group, but which involved only the individual student in the final decision.
Abstract: An account of an experiment in self‐assessed learning where the lecturer used his authority to give his students responsibility for their own assessment. Students were expected to set their own goals, week‐by‐week, and prepare a self‐assessment, which was open to questioning and discussion by other members of the group, but which involved only the individual student in the final decision. The difficulties encountered are clearly stated, but the final judgment is that only such methods can achieve deep processing in Higher Education. It is also argued that conventional methods of evaluation are inappropriate for this style of learning.
29 Mar 1985
TL;DR: This paper investigated the relationship among student achievement, student engagement, and the selected student characteristics of initial skill, previous experience, and sex, and found that motor engagement did not predict achievement for the subgroup classifications.
Abstract: This study investigated the relationships among student achievement, student engagement, and the selected student characteristics of initial skill, previous experience, and sex. Students (n = 45 after attrition) were pretested, received instruction, and were posttested on the breaststroke. The four instructional periods were videotaped. Videotapes were coded for the amount of time students spent in motor engagement, cognitive engagement, and three nonengaged categories. When all students were grouped together, no engagement variable was a significant predictor of residualized achievement. However, when the analysis was performed for students divided by gender, previous experience, and three levels of initial skill, significant relationships were found. Motor engagement did not predict achievement for the subgroup classifications. Cognitive engagement had a negative relationship with residualized posttest scores for two subpopulation groups. All engaged lime had both positive and negative part cor...
Journal Article•
01 Feb 1985
TL;DR: In this article, student motivation to learn is defined as the tendency of students to engage in academic activities with the intention of trying to get the intended academic benefits (knowledge and skills).
Abstract: ABSTRACT This paper.desetibes conceptualizatiod and research on student motivation to learn, which is treated as the ideal motivational state for students-in classroom settings and defined as. the tendency of students to engage in academic activities with the intention of trying to get the intended academic benefits (knowledge and skills). Student motivation to learn is differentiated from related concepts thatdo"pot apppar to apply as well to the primarily cognitive (rather than. Oysical skill) learning that occurs in the
Journal Article•
TL;DR: This study evaluates a service-delivery strategy of minimal complexity and intrusiveness, designed to increase academic engagement rate in the regular classroom, and results are interpreted in an applied behavioral framework.
Abstract: Recent research has found the time students spend actively engaged in task appropriate activities to be a powerful predictor of student achievement. However, attempts to apply the research with a view to increasing student academic engagement have been generally limited to complex and expensive procedures requiring a high degree of involvement by consultants and teachers, resulting in overly intrusive approaches to classroom innovations. This study evaluates a service-delivery strategy of minimal complexity and intrusiveness, designed to increase academic engagement rate in the regular classroom. Intervention, initiated and withdrawn in two classrooms of 12-15 year olds from an Australian school, involved 1) informing teachers of relevant research on time-related controllable classroom variables, and 2) telling teachers whether academic engagement rates of selected low-engaged students were increasing or decreasing after each lesson. Academic engagement rates increased substantially for target students in both classes and marked increases were evidenced for their nontarget peers. Withdrawal of intervention resulted in decreasing levels of student engagement. The results are interpreted in an applied behavioral framework, and implications of the findings are discussed in terms of cost-effectiveness, ease of application, limited need for external professional involvement, and maintenance of the effect.
TL;DR: In this paper, the authors revisited the life in classrooms revisited and put Theory Into Practice: Vol. 24, Classroom Communication/Verbal and Nonverbal, pp. 50-56.
Abstract: (1985). Life in classrooms revisited. Theory Into Practice: Vol. 24, Classroom Communication/Verbal and Nonverbal, pp. 50-56.
Journal Article•
TL;DR: In this article, the authors identify the relationship between the type and quality of science teaching strategy and student engagement and find that the more indirect the teaching strategy, the greater the students' involvement in learning tasks.
Abstract: The objective of this study was to identify the relationship between the type and quality of science teaching strategy and student engagement. Teachers and their students in middle and high schools were observed on ten occasions. A total of 60 observations were made of all teachers and ten of each of their students. During each observation period, the type and quality of implementation of teaching strategy was identified and student engagement was rated. Data collected were examined by regression analyses. The results indicated that the type and quality of implementation of teaching strategies did significantly and positively relate to student engagement. Analyzed individually, the type of teaching strategy predicted 12 per cent of the variance in engagement, while the quality of teaching strategy predicted 35 per cent. Overall, the type and quality of teaching strategy predicted 37 per cent of the variance in engagement. The data also showed that the more indirect the teaching strategy, the greater the students' involvement in learning tasks.
01 Jan 1985
TL;DR: In this paper, student teachers from Pennsylvania State University described experiences which supported or reduced their motivation to pursue teaching as a career, using data collected from students who had successfully completed an 11-week full-time student teaching experience.
Abstract: ABSTRACT Student teachers from Pennsylvania State University described experiences which supported or reduced their motivation to pursue teaching as rcareer. Data were collected from students who had successfully.cqmpleted an 11 week full-time student teaching experience. The sample included 77 elementary, 92 secondary, and 28 / special education student teachers. Most student teachers provided multiple comments regarding p sitive and negative experiences, resulting in 956 examples. Of these, there were 557 positive responses and 399 negative co eats. Most positive responses came in the category of "individual interaction between teachers and student teachers," followed, in descending order, by "student feedback to teacher," "pedagogy," "achievement," and "teacher interaction with students." Categories with the most negative responses were "student behavior," "behavior management," ".peofessional behaviors/attitudes . outside the classroom," and "parents/community expectations/attitudes." Tables display percentages and ranks of positive-and negative responses, and samples of comments in each of the categories are included. (CB)
Journal Article•
TL;DR: In this paper, the retention research exists in two forms: either the study is designed to measure the effectiveness of retention programs implemented, or it seeks to establish cause and effect relationships between one or several variables and leaving school.
Abstract: Institutions must renew their emphasis on serving the needs of the individual. They should devote equal enthusiasm and resources to both recruitment and retention. Students are not likely to persist at an institution that does not seek to understand and fulfd individual student needs. Though students may be successfully recruited, those who lack awareness of institutional expectations and senices, those who lack adequate preparation for college work, and, those who attend college only to fulfill the expectations of others, are likely to leave the institution if it fails to assist them during the early transitional period of their association. However, students who believe in the quality and responsiveness of the institution are far more likely to persist. Generally, retention research exists in two forms. Either the study is designed to measure the effectiveness of retention programs implemented, or it seeks to establish cause and effect relationships between one or several variables and leaving school. This study presents the results of research which concentrated on the latter. It also sought to determine the differences between "persisters" and "leavers" in relation to their goals of attending college, and the effects of social and academic integration, associated with institutional commitment. Subpopulations including freshmen, transfer, continuing, graduated and former nongraduated students were studied. Implications of the research for student services are presented.