Showing papers on "Student engagement published in 2007"
TL;DR: Kuh et al. as discussed by the authors used the National Survey of Student Engagement (NSSE) to identify a set of higher performing baccalaureate-granting institutions and identified six properties and conditions common at each of the 20 colleges and universities.
Abstract: Student Success in College: Creating Conditions that Matter, by George D. Kuh, Jillian Kinzie, John H. Schuh, Elizabeth J. Whitt, and Associates. San Francisco: Jossey-Bass, 2005. ISBN 0787982202. Student Success in College: Creating Conditions that Matter by George D. Kuh, Jillian Kinzie, John H. Schuh, Elizabeth J. Whitt, and associates addresses the long-standing issue of the utility of theory and research to professional practice. They address this important issue by asking what properties and conditions are common to those colleges and universities that achieve higher than predicted levels of student engagement and graduation. Put differently, the documentation of effective educational practice constituted the aim of their research project. Accordingly, they named this Project DEEP (Documenting Effective Educational Practices). Through the pursuit of this question and the effective educational practices it richly documents, this book makes an important contribution to practice and clearly demonstrates the usefulness of research to practice. For the community of scholars organized around the study of higher education, the contribution of this volume lies in its heuristic value to theory development and further research. This yolume consists of four parts and 14 chapters. Part 1 includes an introductory chapter that describes the methodology used to identify a set of higher performing baccalaureate-granting institutions. From this set of collegiate institutions, the Project DEEP team selected a diverse set of 20 colleges and universities: research universities, liberal arts colleges, and residential and commuter institutions. Kuh and his colleagues assert that effective educational practices can be found at a wide variety of colleges and universities. The DEEP research team conducted two visits to the campuses of the 20 selected colleges and universities, during which they reviewed documents, visited classrooms and laboratories, observed faculty and staff meetings, and talked with more than 2,700 people. Appendix A of the volume describes in greater detail the research methods used. Through the campus visits and review of pertinent documents, the DEEP research team identified six properties and conditions common at each of the 20 colleges and universities. Part 2 of this volume includes six chapters (chapters 2 through 7), each of which is devoted to one of the six attributes that foster student success. These six chapters extensively describe the focal properties and conditions used by DEEP colleges and universities. Such extensive descriptions facilitate their application by other colleges and universities. The following titles of these six properties and conditions give a general sense of their essence: "Living Mission and 'Lived' Educational Philosophy," "An Unshakable Focus on Student Learning," "Environments Adapted for Educational Enrichment," "Clear Pathways to Student Success," "An Improvement-Oriented Ethos," and "Shared Responsibility for Educational Quality and Student Success." Higher education practitioners will find the contents of these six chapters immensely valuable to practice. Part 3 of this volume consists of five chapters, a chapter devoted to each of the five clusters of effective educational practices that the DEEP team used to identify the 20 overperforming colleges and universities: academic challenge, active and collaborative learning, student-faculty interaction, enriching educational experiences, and supportive campus environments. The National Survey of Student Engagement (NSSE) encompasses each of these five clusters. These five chapters describe the policies and practices of the DEEP colleges and universities reflective of the focal cluster of educational practice. Higher education practitioners will also find the polices and practices described in each of these five chapters useful and worthy of possible implementation by their college or university. …
1,587 citations
TL;DR: This paper examined whether 5th-grade students' perceptions of the classroom social environment were related to their engagement in the classroom (self-regulation and task-related interaction) and whether those relations were mediated by personal motivational beliefs (mastery goals, academic and social efficacy).
Abstract: This research examined whether 5th-grade students' (N = 602) perceptions of the classroom social environment (teacher support, promotion of mutual respect, promotion of task-related interaction, student support) were related to their engagement in the classroom (self-regulation and task-related interaction) and whether those relations were mediated by personal motivational beliefs (mastery goals, academic and social efficacy). Teacher support, promotion of interaction, and student support were related to both types of engagement, and those relations were fully or partially mediated by motivational beliefs. Relations with promoting mutual respect were not significant.
892 citations
TL;DR: In this article, the authors consider the practical, conceptual, and empirical foundations of an early identification and intervention system for middle-grades schools to combat student disengagement and increase graduation rates in our nation's cities.
Abstract: This article considers the practical, conceptual, and empirical foundations of an early identification and intervention system for middle-grades schools to combat student disengagement and increase graduation rates in our nation's cities. Many students in urban schools become disengaged at the start of the middle grades, which greatly reduces the odds that they will eventually graduate. We use longitudinal analyses—following almost 13,000 students from 1996 until 2004—to demonstrate how four predictive indicators reflecting poor attendance, misbehavior, and course failures in sixth grade can be used to identify 60% of the students who will not graduate from high school. Fortunately, by combining effective whole-school reforms with attendance, behavioral, and extra-help interventions, graduation rates can be substantially increased.
823 citations
TL;DR: The authors tested a theoretical model positing that the quality of teachers' relationships with students and their parents mediates the associations between children's background characteristics and teacher-rated classroom engagement and child classroom engagement, which provided a good fit to the data.
Abstract: Participants were 443 (52.6% male, 47.4% female) ethnically diverse, 1st-grade, lower achieving readers attending 1 of 3 school districts in Texas. Using latent variable structural equation modeling, the authors tested a theoretical model positing that (a) the quality of teachers' relationships with students and their parents mediates the associations between children's background characteristics and teacher-rated classroom engagement and that (b) child classroom engagement, in turn, mediates the associations between student-teacher and parent-teacher relatedness and child achievement the following year. The hypothesized model provided a good fit to the data. African American children and their parents, relative to Hispanic and Caucasian children and their parents, had less supportive relationships with teachers. These differences in relatedness may be implicated in African American children's lower achievement trajectories in the early grades. Implications of these findings for teacher preparation are discussed.
648 citations
TL;DR: Findings suggest a positive gain spiral in which efficacy beliefs play a central role in which engagement increases efficacy beliefs, which in turn increase task resources over time.
601 citations
TL;DR: In this article, a multidimensional model of student motivation and engagement using within-and between-network construct validation approaches was examined using data from 12,237 high school students from 38 Australian high schools.
Abstract: Background. This study seeks to examine a multidimensional model of student motivation and engagement using within- and between-network construct validation approaches.
Aims. The study tests the first- and higher-order factor structure of the motivation and engagement wheel and its corresponding measurement tool, the Motivation and Engagement Scale – High School (MES-HS; formerly the Student Motivation and Engagement Scale).
Sample. The study draws upon data from 12,237 high school students from 38 Australian high schools.
Methods. The hypothesized 11-factor first-order structure and the four-factor higher-order structure, their relationship with a set of between-network measures (class participation, enjoyment of school, educational aspirations), factor invariance across gender and year-level, and the effects of age and gender are examined using confirmatory factor analysis and structural equation modelling.
Results. In terms of within-network validity, (1) the data confirm that the 11-factor and higher-order factor models of motivation and engagement are good fitting and (2) multigroup tests showed invariance across gender and year levels. In terms of between-network validity, (3) correlations with enjoyment of school, class participation and educational aspirations are in the hypothesized directions, and (4) girls reflect a more adaptive pattern of motivation and engagement, and year-level findings broadly confirm hypotheses that middle high school students seem to reflect a less adaptive pattern of motivation and engagement.
Conclusion. The first- and higher-order structures hold direct implications for educational practice and directions for future motivation and engagement research.
513 citations
TL;DR: The authors examined whether assignment to a same-gender teacher influenced student achievement, teacher perceptions of student performance, and student engagement, and found that assignment to the same teacher significantly improved the achievement of both girls and boys.
Abstract: A prominent class of explanations for the gender gaps in student outcomes focuses on the interactions between students and teachers. In this study, I examine whether assignment to a same-gender teacher influences student achievement, teacher perceptions of student performance, and student engagement. This study’s identification strategy exploits a unique matchedpairs feature of a major longitudinal study, which provides contemporaneous data on student outcomes in two different subjects. Within-student comparisons indicate that assignment to a same-gender teacher significantly improves the achievement of both girls and boys as well as teacher perceptions of student performance and student engagement with the teacher’s subject.
478 citations
TL;DR: In this paper, the authors integrate notions of the improvement of student learning through a focus on the concept of engagement, and add to that broader discussion through a recent empirical study of the perceptions of students gathered through a case study in a UK university.
Abstract: The aim of the paper is to integrate notions of the improvement of student learning through a focus on the concept of engagement, and adds to that broader discussion through a recent empirical study of the perceptions of students gathered through a case study in a UK university. It is proposed that student engagement lies on a continuum from disengaged to engaged, and also exists at a number of levels within which the same student may exhibit different degrees of engagement. We argue that if the built‐in alienating influences within higher education are to be countered, multi‐faceted engagement is required. Learners, we conclude, are more likely to engage if they in turn are supported by teaching staff who engage with: students, with the subject, and with the teaching process, and furthermore that the classroom teacher requires support in achieving this.
468 citations
TL;DR: In this paper, a typological model of online and general campus-based student engagement was developed and applied to evaluate the impact of online learning practices on students' engagement with online learning.
Abstract: Knowing how campus‐based students engage in key online and general learning practices can play a central role in managing and developing university education. Knowledge in this area is limited, however, despite recent advances in student engagement research, and widespread adoption of online learning systems. This paper responds to the need to develop such knowledge, by documenting the development and application of a typological model of online and general campus‐based student engagement. It reports the statistical analyses used to develop the model, and analyses the model’s structure and substance. The model is exemplified by considering what it says about how increasingly powerful and pervasive online technologies might be leveraged to enhance campus‐based student engagement.
403 citations
Posted Content•
TL;DR: This paper found that students who did not attend a typically structured class with lectures did just as well on the Test of Understanding College Economics (TUCE) as those students who attended a standard microeconomic Principles course.
Abstract: Does attendance affect performance in college economics courses? David Romer (1993) found that attendance did contribute significantly to the academic performance of students in a large intermediate macroeconomics course that he taught in the fall of 1990. (See the Summer 1994, Journal of Economic Perspectives [vol. 8, no. 3, pp. 205-15] for numerous comments on Romer.) This conclusion held even after controlling for student motivation which, it may be argued, is the true factor determining performance and is only approximated by attendance. An earlier study by Kang Park and Peter Kerr (1990) found that attendance was a determinant of student performance in a money and banking course, but not as important as a student's GPA and the percentile rank on a college entrance exam. A study by Robert Schmidt (1983) reported that time spent attending lectures contributed positively to performance in a macroeconomic Principles course. On the other side of the ledger is evidence from Neil Browne et al. (1991) showing that students who did not attend a typically structured class with lectures did just as well on the Test of Understanding College Economics (TUCE) as those students who attended a standard microeconomic Principles course. They also reported, however, that those students who attended the lectures performed better on essay questions than those who did not. A similar study by Campbell McConnell and C. Lamphear (1969) found no significant difference in the performance of students with no classroom attendance vis-a-vis those attending class. Finally, Stephen Buckles and M. E. McMahon (1971) found attendance at lectures that simply explained material covered in reading assignments did not enhance students' understanding of economics. In this paper we present new evidence on the effects of class attendance on student performance. Our results pertain to the Principles of Economics course as it is taught in a two-semester sequence at a medium-size, comprehensive state university.
363 citations
TL;DR: In this paper, the effects of peer groups on changes in academic engagement in 11- to 13-year-old children were examined, and evidence for group influences persisted when controlling for peer selection and the influence of teacher and parent involvement.
Abstract: This study examined the effects of peer groups on changes in academic engagement in 11- to 13-year-old children. From the entire cohort of 366 sixth graders in a town, 87% participated at the beginning and end of the school year. Peer groups were assessed using socio-cognitive mapping; as an indicator of motivation, teachers reported on students’ classroom engagement. Peer groups were homogeneous in terms of engagement, and despite considerable member turnover across time, their motivational composition remained fairly intact. Peer group engagement levels in the fall predicted changes in children’s motivation across time. Although the magnitude of effects was relatively small, evidence for group influences persisted when controlling for peer selection and the influence of teacher and parent involvement.
TL;DR: The authors investigated the connections between the "funds of knowledge" that urban, high-poverty students bring to science learning and the development of a sustained interest in science, and found that youth developed a sustained interested in science when: (1) their science experiences connected with how they envision their own future; (2) learning environments supported the kinds of social relationships students valued; and (3) science activities supported students' sense of agency for enacting their views on the purpose of science.
Abstract: This study draws upon qualitative case study to investigate the connections between the “funds of knowledge” that urban, high-poverty students bring to science learning and the development of a sustained interest in science. We found that youth developed a sustained interest in science when: (1) their science experiences connected with how they envision their own futures; (2) learning environments supported the kinds of social relationships students valued; and (3) science activities supported students' sense of agency for enacting their views on the purpose of science. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 466–489, 2007
TL;DR: In this paper, a dual-process model was tested in which negative perfectionism (doubts about actions, concerns over mistakes, et al.) were related to burnout symptoms while positive perfectionism was related to engagement.
01 Jan 2007
TL;DR: In this article, the authors highlight the theoretical models of affect in students' learning and present a more comprehensive model that can be used to integrate a variety of affective states including moods and emotions, in educational settings.
Abstract: Publisher Summary
This chapter highlights the theoretical models of affect in students' learning. Circumplex models of affect differ from other current perspectives on affect in education. For instance, the control-value theory of emotions in education focuses specifically on emotions and does not consider more general mood states. In addition, rather than differentiating emotional states based on valence and activation, it categorizes emotions based on appraisal processes and highlights the dimensions of object focus and valence. Other research on students' affect in educational settings focuses on specific affective states, such as test anxiety, interest as an affective state, and shame rather than general models of affect. In contrast to these other approaches, the circumplex model presents a more comprehensive model that can be used to integrate a variety of affective states, including moods and emotions, in educational settings. Using a circumplex model of affect integrates research on achievement goal theory, affective states, and school engagement.
TL;DR: In this paper, the effect of classroom management strategies on students' interest development in secondary school mathematics classes was examined using student questionnaire data (one cross-sectional, with data from 400 students; the other longitudinal, with 1900 students).
TL;DR: Future orientation emerged as an important factor mediating students' academic engagement in these students who completed one semester of study and was a significant predictor of these elements of engagement.
Abstract: Enhancing student engagement is considered an important strategy for improving retention. Students' Time Perspective is an under-researched factor that may significantly influence student engagement. This study examines interrelationships between elements of student engagement and relationship with Time Perspective. We propose that there are significant relationships between psychological and behavioural elements of student engagement. We also posit that time orientation is an important factor in facilitating psychological and behavioural elements of student engagement. Participants (N=347) were first-year undergraduate students who had completed one semester of study and re-enrolled for a further semester of study at an Australian university. Participants were surveyed using instruments designed to measure Academic Application, Academic Orientation (McInnis, James, & Hartley, 2000), Time Perspective (Zimbardo & Boyd, 1999), the shortened version of the Study Process Questionnaire (Fox, McManus, & Winder, 2001) and hours spent preparing for class. There were interrelationships between the elements of student engagement (e.g. Academic Application) with productive educational behaviours (e.g. deep approach to learning). Students' perceptions of time appeared as a key factor mediating levels of Academic Application and Academic Orientation. Orientation to the Future emerged as a significant predictor of these elements of engagement. Future orientation emerged as an important factor mediating students' academic engagement in these students who completed one semester of study. Interventions focusing on the development of time perspective may be helpful in encouraging and supporting academic engagement and, ultimately, persistence in higher education.
01 Jan 2007
TL;DR: This paper examined the association between the number of supportive and caring adults in the home, school, and neighborhood and the school engagement of students in early adolescence and found that students who reported such supportive adults in their lives also reported higher levels of psychological and behavioral engagement with their schooling.
Abstract: Many students in the United States, particularly those from lower income or racially/ethnically diverse families, are exposed to clusters of risk factors that have a negative impact on school success. This study examined the association between the number of supportive and caring adults in the home, school, and neighborhood and the school engagement of students in early adolescence. Results revealed that students who reported such supportive adults in their lives also reported higher levels of psychological and behavioral engagement with their schooling. Additionally, including measures of environmental risk factors in analytical models of the school engagement of middle school students reduced otherwise statistically significant race/ethnicity differences to nonsignificance. Implications for practice and policy are discussed.
Book•
31 Oct 2007TL;DR: In this article, the authors examine student retention from a teaching and learning perspective, in terms of teaching-and learning approaches that have an impact on students' decisions to continue with or withdraw from their studies.
Abstract: As a key performance indicator in university quality assurance processes, the retention of students in their studies is an issue of concern world-wide. Implicit in the process of quality assurance is quality improvement. In this article, we examine student retention from a teaching and learning perspective, in terms of teaching and learning approaches that have an impact on students' decisions to continue with or withdraw from their studies. The major need is to engage students in their studies, and in this article we discuss ways that student engagement can be facilitated through the teaching and learning programme in higher education currently.
01 Jan 2007
TL;DR: For instance, Thiessen et al. as discussed by the authors explored the role of personal standards in second-graders' moral and academic engagement in elementary and secondary school and found that personal standards played an important role in the development of second-graders' Moral and Academic engagement.
Abstract: Chapter 1: Researching Student Experience in Elementary and Secondary School: An Evolving Field of Study, D Thiessen-Introduction to Section One- Chapter 2: Naming Student Experiences and Experiencing Student Naming, Max van Manen, et all- Chapter 3: Teaching as Research: Puzzling over Words with Fourth Graders, C Ballenger- Chapter 4: School Literacy and the Development of a Child Culture: Written Remnants of The 'Gusto of Life,' A Hass Dyson- Chapter 5: Dissolving Learning Boundaries: The Doing, Re-doing, and Undoing of School, D Alvermann and A Jonathan Eakle- Chapter 6: 'Some Things Are Fair, Some Things Are Not Fair, and Some Things Are Not, NOT Fair': Young Children's Experiences of 'Unfairness' in School, H Demetriou and B Hopper- Chapter 7: The Role of Personal Standards in Second Graders' Moral and Academic Engagement, T A Thorkildsen- Chapter 8: Mentors for Students in Elementary School: The Promise and Possibilities J Ellis et all- Chapter 9: 'I've Decided To Change and It's Just Really Hard To, Like, Show the Teachers That,' B Nicholl- Chapter 10: Students' Perspectives on Good Teaching: Implications for Adult Reform Behavior, B Wilson and D Corbett- Introduction to Section Two: Chapter 11: 'Boys Will Be Boys' But In What Ways? Social Class and the Development of Young Boys' Schooling Identities, P Connolly - Chapter 12: Schooling, Normalisation, and Gendered Bodies: Adolescent Boys' and Girls' Experiences of Gender and Schooling, W Martino and M Pallotta-Chiarolli- Chapter 13: Differences in Transition: Diverse Students Navigating the First Year of High School, B Rubin- Chapter 14: Building Theories of Their Lives: Youth Engaged in Drama Research, K Gallagher and P Lortie- Chapter 14: How Students Learn about Right and Wrong in the First Year of a Pakistani Private School, N Vazir- Chapter 15: Schooling in the Context of Difference: The Challenge of Post-Colonial Education in Ghana, GJ Sefa Dei and B M Opini- Chapter 16: Ali: Becoming a Student-A Life History, R V Bullough, Jr - Chapter 17: Portraits of Self and Identity Constructions: Three Chinese Girls' Trilingual Textual Powers, X Lan Curdt-Christiansen and M H Maguire- Chapter 18: Finding Their Way: ESL Immigrant and Refugee Students in a Toronto High School, G Feuerverger and E Richards- Introduction to Section Three: Chapter 19: Student Voice, Student Engagement and School Reform, J Rudduck- Chapter 20: Stressed-Out Students-SOS: Youth Perspectives on Changing School Climates, M Galloway et all
TL;DR: The authors used the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLSK) data to examine how important mathematics readiness levels are to subsequent achievement growth and the efficacy of instruction and engagement in producing such growth.
Abstract: We used the Early Childhood Longitudinal Study—Kindergarten Cohort (ECLS‐K) data to examine how important mathematics readiness levels are to subsequent achievement growth and the efficacy of instruction and engagement in producing such growth. The ECLS‐K selected a nationally representative sample of kindergartners in fall 1998 and is following these children through the end of eighth grade. We employed the standardized mathematics assessments that were administered to the students by ECLS‐K staff. Separately for students who began kindergarten with low, medium‐low, medium‐high, and high mathematics skill, we examined achievement growth through third grade and the effects of teacher‐reported time on mathematics instruction and student engagement (as perceived by the teacher) on such growth. We found that students who began with the lowest achievement also showed the least growth over this period. Students in the two highest skills groups had similar growth, and the highest levels of growth. Stud...
TL;DR: The Community College Survey of Student Engagement (CSSE) as discussed by the authors provides systematically co-occurrence surveys of student engagement at the community colleges of the United States with the aim of measuring student engagement.
Abstract: The Community College Survey of Student Engagement, established in 2001 and administered by the Community College Leadership Program at the University of Texas at Austin, provides systematically co...
TL;DR: This article found that significant relationships have been identified between selected school leadership practices and student learning, indicating that evidence existed for certain principal behaviors to produce a direct relationship with student achievement, although these relationships typically account for a small proportion of the total student achievement variability, they are of sufficient magnitude to be of interest and additional investigation.
Abstract: Much is left to be known regarding the impact of school principals on student achievement. This is because much of the research on school leadership focuses not on actual student outcomes but rather on other peripheral results of principal practices. In the research that has been done in this area, significant relationships have been identified between selected school leadership practices and student learning, indicating that evidence existed for certain principal behaviors to produce a direct relationship with student achievement. Further, although these relationships typically account for a small proportion of the total student achievement variability, they are of sufficient magnitude to be of interest and additional investigation. Actions taken to better understand and improve the impact of principals on the achievement of students in their schools have the potential for widespread benefit, as individual improvements in principal practice can impact thousands of students. It is in this light that poten...
Book•
16 Mar 2007
TL;DR: In this paper, Gilles focuses the majority of the book on the relationship in the classroom between the individual teacher and the students and highlights the strategies teachers can use to challenge student thinking and scaffold their learning as well as the strategies students can be taught to promote discourse, problem solving, and learning during cooperative learning.
Abstract: “Gilles focuses the majority of the book on the relationship in the classroom between the individual teacher and the students. She gives teachers ammunition to overcome resistance to cooperative learning by presenting well-substantiated research on virtually every page of her book showing the benefits of having students study together.” –Ted Wohlfarth, PSYCCRITIQUES “This text's greatest strengths are bringing together a range of powerful teaching strategies connected to students taking responsibility for their own learning and the learning of others. The focus on both teacher strategies to encourage effective group talk and student strategies to encourage effective discourse is helpful.” —Nancy L. Markowitz, San Jose State University Although cooperative learning is widely endorsed as a pedagogical practice that promotes learning and socialization among students, teachers still struggle with how to introduce it into their classrooms. This text highlights the strategies teachers can use to challenge student thinking and scaffold their learning as well as the strategies students can be taught to promote discourse, problem—solving, and learning during cooperative learning. Key Features Presents cooperative learning in conjunction with national standards: The book situates cooperative learning within the context of No Child Left Behind and a climate of high stakes testing.; Links theory with practice: Numerous case studies and small group exercises highlight how teachers can assess both the process and outcomes of cooperative learning.; Emphasizes the key role teachers play in establishing cooperative learning: Guidelines are given on how teachers can establish cooperative learning in their classrooms to promote student engagement and learning across various levels and for students of diverse abilities.; Incorporates the latest research on cooperative learning: An overview is provided of the major research and theoretical perspectives that underpin the development of cooperative learning pedagogy. Intended Audience This is an excellent supplementary text for several undergraduate and graduate level K—12 teacher preparation and certification courses regularly offered in schools of education. It can also be used as one of several texts in courses on cooperative learning and as a supplement in K—12 teaching methods courses. Talk to the author!
01 Jan 2007
TL;DR: Increased use of the response systems in lecture had a positive influence on students' performance on exam questions across all six biology courses, and increased use of these systems increases student learning.
Abstract: With the advent of wireless technology, new tools are available that are intended to enhance students' learning and attitudes. To assess the effectiveness of wireless student response systems in th...
TL;DR: The authors explored associations of racial identity beliefs regarding how Blacks should act, think, and behave (racial ideologies) and racial discrimination experiences with academic engagement outcomes among 390 African American adolescents in Grades 7 to 10.
Abstract: Adolescents' understandings of their social identities and related personal experiences influence their adaptations and responses within domains in which those identities are salient. The authors explore associations of racial identity beliefs regarding how Blacks should act, think, and behave (racial ideologies) and racial discrimination experiences with academic engagement outcomes among 390 African American adolescents in Grades 7 to 10. Results indicate that youths' endorsement of ideological beliefs emphasizing being more like Whites (assimilation ideology) related to more fears of being viewed as high achievers by peers (public oppositional academic identification), lower academic persistence and curiosity, and more school behavioral problems. Emphasizing commonalties with Blacks and other oppressed groups (minority ideology) related to positive engagement outcomes. Youths reporting more racial discrimination showed lower school engagement. Finally, racial ideologies moderated the relationship betwe...
TL;DR: The authors used data from the 2003 administration of the National Survey of Student Engagement (NSSE) to investigate whether Historically Black Colleges and Universities (HBCUs) appear to serve Hispanic students in similar ways that HBCUs serve African American students.
Abstract: Although scholars have examined historically Black colleges and universities (HBCUs) in terms of their educational effectiveness for African American students compared to predominantly white institutions (PWIs), there is a lack of similar research on Hispanic students at Hispanic-serving institutions (HSIs) and PWIs. This study uses data from the 2003 administration of the National Survey of Student Engagement (NSSE) to investigate whether HSIs appear to serve Hispanic students in similar ways that HBCUs serve African American students. The results suggest that the average Hispanic senior at an HSI looks quite similar to the average Hispanic senior at a PWI in terms of engagement, satisfaction with college, and gains in overall development, in contrast to the results for African American seniors who are more engaged at HBCUs than PWIs.
01 Jan 2007
TL;DR: This paper summarized selected findings about student preparation and motivation to succeed in college, drawing on student engagement surveys and recent studies conducted by the Indiana University Center for Postsecondary Research, and discussed why potentially "high-impact practices" promise to promote student engagement and help students attain the learning and personal development outcomes essential for the twenty-first century.
Abstract: Good things go together. Students who talk about substantive matters with faculty and peers, are challenged to perform at high levels, and receive frequent feedback on their performance typically get better grades, are more satisfied with college, and are more likely to persist. While these and other educationally purposeful activities are positively linked to desired outcomes for att types of students, historically underserved students and those who are less well prepared tend to benefit even more (Cruce et al. 2006; Kuh et al. 2006). But for many reasons, large numbers of students do not devote enough effort to these and other important activities, though they are capable of doing so. As a result, many leave college and never return to try again. To increase the odds that students will survive and thrive in college, we need to know more about the precollege experiences and dispositions of students who are less likely to engage and induce those students to participate in demonstrabty effective programs and practices. This paper summarizes selected findings about student preparation and motivation to succeed in college, drawing on student engagement surveys and recent studies conducted by the Indiana University Center for Postsecondary Research. The best known and largest of these projects is the National Survey of Student Engagement (NSSE), which has been used by about 1,100 different four-year colleges and universities in the U.S. and Canada. I also briefly discuss why potentially "high-impact practices" promise to promote student engagement and help students attain the learning and personal development outcomes essential for the twenty-first century (AACU about the same number (51 percent) said they were challenged to do their best work at school. …