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Showing papers on "Student engagement published in 2015"


Journal ArticleDOI
TL;DR: It was found that students in the gamified course showed less motivation, satisfaction, and empowerment over time than those in the non-gamified class, and some care should be taken when applying certain gamification mechanics to educational settings.
Abstract: Gamification, the application of game elements to non-game settings, continues to grow in popularity as a method to increase student engagement in the classroom. We tested students across two courses, measuring their motivation, social comparison, effort, satisfaction, learner empowerment, and academic performance at four points during a 16-week semester. One course received a gamified curriculum, featuring a leaderboard and badges, whereas the other course received the same curriculum without the gamified elements. Our results found that students in the gamified course showed less motivation, satisfaction, and empowerment over time than those in the non-gamified class. The effect of course type on students' final exam scores was mediated by students' levels of intrinsic motivation, with students in the gamified course showing less motivation and lower final exam scores than the non-gamified class. This suggests that some care should be taken when applying certain gamification mechanics to educational settings. Longitudinal study on effects of gamification in the classroom.71 students surveyed at four time points in gamified or non-gamified course.Over time, gamified students were less motivated, empowered, and satisfied.Gamified course negatively affected final exam grades through intrinsic motivation.Gamified systems strongly featuring rewards may have negative effects.

1,165 citations


Journal ArticleDOI
TL;DR: The purposes of this report were to illustrate how to implement the flipped classroom and to describe students' perceptions of this approach within 2 undergraduate nutrition courses.

746 citations


Journal ArticleDOI
TL;DR: In this article, the authors discuss and work toward addressing conceptual and instrumentation issues related to engagement, with particular interest in engagement in the domain of science learning, and suggest a complementary approach that places engagement instrumentation on a continuum.
Abstract: Engagement is one of the hottest research topics in the field of educational psychology. Research shows that multifarious benefits occur when students are engaged in their own learning, including increased motivation and achievement. However, there is little agreement on a concrete definition and effective measurement of engagement. This special issue serves to discuss and work toward addressing conceptual and instrumentation issues related to engagement, with particular interest in engagement in the domain of science learning. We start by describing the dimensional perspective of engagement (behavioral, cognitive, emotional, agentic) and suggest a complementary approach that places engagement instrumentation on a continuum. Specifically, we recommend that instrumentation be considered on a “grain-size” continuum that ranges from a person-centered to a context-centered orientation to clarify measurement issues. We then provide a synopsis of the articles included in this special issue and conclude with sug...

571 citations


Journal ArticleDOI
TL;DR: This review examines existing approaches to measure engagement in technology-mediated learning, identifies strengths and limitations of existing measures, and outlines potential approaches to improve the measurement of student engagement.
Abstract: Using digital technology to deliver content, connect learners, and enable anytime, anywhere learning is increasing, but keeping students engaged in technology-mediated learning is challenging. Instructional practices that encourage greater engagement are essential if we are to effectively use digital instructional technologies. To determine the impact of innovative instructional practices on learning, we need useful measures of student engagement. These measures should be adaptable to the unique challenges to studying technology-mediated learning, such as when students learn at a distance or in a blended learning course. In this review, we examine existing approaches to measure engagement in technology-mediated learning. We identify strengths and limitations of existing measures and outline potential approaches to improve the measurement of student engagement. Our intent is to assist researchers, instructors, designers, and others in identifying effective methods to conceptualize and measure student engagement in technology-mediated learning. Consensus is needed for the definition and operationalization of student engagement.Most technology-mediated learning research uses self-report measures of engagement.Physiological and systems data offer an alternative method to measuring engagement.More research is needed to study the role of emotional engagement in learning.More research needed to determine value of physiological and systems data.

521 citations


Reference EntryDOI
23 Mar 2015
TL;DR: A review of the research on the development of children's motivation and engagement can be found in this paper, where the authors take a social-cognitive expectancy-value theoretical perspective to organize their discussion of this work.
Abstract: In this chapter we review the research on the development of children's motivation and engagement We organize our review into four major sections: the development of children's achievement motivation; gender, cultural, and ethnic differences in children's motivation; socialization of motivation in the family; and socialization of motivation in school We take a social-cognitive expectancy-value theoretical perspective to organize our discussion of this work We first discuss the development of children's motivation and engagement and take another look at the often-observed decline in motivation, focusing on new work showing different patterns in these declines among different groups of children We also discuss how children's motivation relates to their performance and choice, two kinds of outcomes of major importance to children's healthy development The second major section discusses gender, ethnic, and cultural differences in children's motivation and the important advances researchers have made in understanding these over the past 10 years In the family and school socialization sections we focus on processes by which parents, teachers, and schools can impact children's motivation both positively and negatively We note the similarities of these processes across socializers: Providing appropriate challenges and emotional warmth and support, and having high expectations for children We discuss the need for more integrative studies of how parents and also teachers impact children's motivation We conclude the chapter with a discussion of important future directions: A continuing focus on culture and motivation, further examination of motivation in specific domains and contexts, a stronger focus on biological influences on the development of motivation, and a consideration of unconscious processes and their impact on the development of motivation Keywords: achievement; culture; development; engagement; family influences; gender; goals; intrinsic motivation; motivation; school influences; self-efficacy; self-regulation; values

448 citations


Journal ArticleDOI
TL;DR: The results show a slight reduction in the students motivation and engagement, but the game-based student response system Kahoot! managed to boost students engagement, motivation and learning after using it repeatedly for five months.
Abstract: The Bring Your Own Device (BYOD) wave and advancement in technical infrastructures and in learning technology opens for new ways of teaching in the classroom. The teachers' laptops connected to a video projector, access to wireless network and the students smartphones, tablets or laptops can be utilized to enhance the interaction between the teacher and students, as well as boost the students motivation, engagement and learning. The introduction of new learning technology in the classroom normally results in immediate enthusiasm and excitement both from the teacher and the students. However, the immediate positive effects might fade when the new learning technology has become familiar to the teacher and the students. This paper shows the results from investigating the wear off effect of using the game-based student response system Kahoot! in classroom teaching. More specifically, it compares the results from students using Kahoot! for the first time in a single motivational lecture vs. using Kahoot! in every lecture in a class for five months. The quasi-experiment focused on how the students' perception changed in relation to user-friendliness, engagement, motivation, classroom dynamics, concentration, and perceived learning. The results show a slight reduction in the students motivation and engagement, but the only statistically significant wear out effect found was related to classroom dynamics. At large, the game-based student response system managed to boost students engagement, motivation and learning after using it repeatedly for five months. The core factor to keep the students attention after heavy repeated usage was found to be the competitive nature of Kahoot!. We examine short time vs. long time effect of a game-based student response system.The effects studied were engagement, motivation, and classroom dynamics.Other effects studied were concentration, and perceived learning.The only statistically significant difference was found in classroom dynamics.No major wear off found on engagement, motivation, concentration and learning.

381 citations


Journal ArticleDOI
TL;DR: In this article, the authors provide validation of the Online Student Engagement Scale (OSE) by correlating student self-reports of engagement (via the OSE) with tracking data of student behaviors from an online course management system.
Abstract: Student engagement is critical to student learning, especially in the online environment, where students can often feel isolated and disconnected. Therefore, teachers and researchers need to be able to measure student engagement. This study provides validation of the Online Student Engagement scale (OSE) by correlating student self-reports of engagement (via the OSE) with tracking data of student behaviors from an online course management system. It hypothesized that reported student engagement on the OSE would be significantly correlated with two types of student behaviors: observational learning behaviors (i.e., reading e-mails, reading discussion posts, viewing content lectures and documents) and application learning behaviors (posting to forums, writing e-mails, taking quizzes). The OSE was significantly and positively correlated with application learning behaviors. Results are discussed along with potential uses of the OSE by researchers and online instructors.

323 citations


Journal ArticleDOI
TL;DR: No effect of the point manipulation on accuracy of responses, although the speed of responses increased, and middle school participants' reactions to the test revealed higher likeability ratings for the test under the points condition, but only in the first of the two sessions.
Abstract: Gamification, applying game mechanics to nongame contexts, has recently become a hot topic across a wide range of industries, and has been presented as a potential disruptive force in education. It is based on the premise that it can promote motivation and engagement and thus contribute to the learning process. However, research examining this assumption is scarce. In a set of studies we examined the effects of points, a basic element of gamification, on performance in a computerized assessment of mastery and fluency of basic mathematics concepts. The first study, with adult participants, found no effect of the point manipulation on accuracy of responses, although the speed of responses increased. In a second study, with 6–8 grade middle school participants, we found the same results for the two aspects of performance. In addition, middle school participants' reactions to the test revealed higher likeability ratings for the test under the points condition, but only in the first of the two sessions, and perceived effort during the test was higher in the points condition, but only for eighth grade students.

295 citations


Journal ArticleDOI
TL;DR: In this article, a review of self-report scales for measuring motivation and cognitive engagement in academic work is presented, with a focus on science, technology, engineering, and mathematics contexts.
Abstract: Research spanning 20 years is reviewed as it relates to the measurement of cognitive engagement using self-report scales. The author's research program is at the forefront of the review, although the review is couched within the broader context of the research on motivation and cognitive engagement that began in the early 1990s. The theoretical origins of self-report instruments are examined, along with the early measurement findings and struggles. Research in science, technology, engineering, and mathematics contexts are highlighted. The author concludes that self-report data have made significant and important contributions to the understanding of motivation and cognitive engagement. However, the evidence also suggests a need to develop and use multiple approaches to measuring engagement in academic work rather than rely only on self-report instruments. Some alternatives to self-report measures are suggested here and throughout this issue.

234 citations


Journal ArticleDOI
TL;DR: The flipped model of instruction as mentioned in this paper is a relatively new teaching strategy attempting to improve student engagement and performance by moving the lecture outside the classroom via technology and moving homework and exercises with concepts inside the classroom.
Abstract: In many of the secondary classrooms across the country, students are passively engaged in the mathematics content, and academic performance can be described, at best, as mediocre. This research study sought to bring about improvements in student engagement and performance in the secondary mathematics classroom through the implementation of the flipped model of instruction and compared student interaction in the flipped classroom with a traditional format. The flipped model of instruction is a relatively new teaching strategy attempting to improve student engagement and performance by moving the lecture outside the classroom via technology and moving homework and exercises with concepts inside the classroom via learning activities. Changes in the student participants’ perceptions and attitudes were evidenced and evaluated through the completion of a preand post-survey, a teacher-created unit test, random interviews, and a focus group session. In addition, the researcher documented observations, experiences, thoughts, and insights regarding the intervention in a journal on a daily basis. Quantitative results and qualitative findings revealed the student participants responded favorably to the flipped model of instruction and experienced an increase in their engagement and communication when compared to the traditional classroom experience. The student participants also recognized improvements in the quality of instruction and use of class of time with the flipped model of instruction. In terms of academic performance, no significant changes

233 citations


Journal ArticleDOI
TL;DR: It was revealed that teachers' emotional exhaustion was negatively related to students' perceived teacher autonomy support (TAS), and there was a negative relationship between teachers' feeling of depersonalization and students' autonomous motivation development even when controlling for inadequate TAS.
Abstract: Background Teacher burnout is regarded as a serious problem in school settings. To date, studies on teachers’ stress and burnout have largely centred on teachers’ own characteristics, socialization, and behaviours, but few have explored the connection between teachers’ burnout and students’ motivation via their own perceptions of teachers’ behaviour and emotional well-being. Aims This study adopted Maslach et al.'s (2001, Annu. Rev. Psychol., 52, 397) job burnout construct and self-determination theory to investigate the relationships between teachers’ burnout and students’ autonomous motivation over one-semester physical education classes. Sample A total of 1,302 high school students and their 33 physical education teachers in 20 high schools from two school districts in a major Midwest metropolitan area in the United States. The two school districts were demographically similar. Methods Students and physical education teachers completed questionnaires assessing relevant psychological constructs. There were two time points for collecting students’ data. One was at the beginning of a fall semester, and the other was at the end of that semester. Hierarchical linear modelling analyses were conducted. Results It was revealed that teachers’ emotional exhaustion was negatively related to students’ perceived teacher autonomy support (TAS); in turn, there was a negative relationship between teachers’ feeling of depersonalization and students’ autonomous motivation development even when controlling for inadequate TAS. Conclusion The dimensions of teachers' burnout might play different roles in the transmission from teachers to students. Teachers’ status of burnout is an important environmental factor associated with students’ quality of motivation.

Journal ArticleDOI
TL;DR: Concerns are raised about the degree to which MOOCs are actually revolutionizing higher education by using technology to improve quality, and educators are challenged to strive for more creative and empowering forms of open online learning.
Abstract: Massive open online courses (MOOCs) have become a prominent feature of the higher education discourse in recent years. Yet, little is known about the effectiveness of these online courses in engaging participants in the learning process. This study explores the range of pedagogical tools used in 24 MOOCs, including the epistemological and social dimensions of instruction, to consider the extent to which these courses provide students with high-quality, collaborative learning experiences. Findings suggest that the range of pedagogical practices currently used in MOOCs tends toward an objectivist-individual approach, with some efforts to incorporate more constructivist and group-oriented approaches. By examining MOOCs through the lens of engaged teaching and learning, this study raises concerns about the degree to which MOOCs are actually revolutionizing higher education by using technology to improve quality, and challenges educators to strive for more creative and empowering forms of open online learning.

Journal ArticleDOI
TL;DR: In this article, the authors investigated how ITE programs address research for students in one country, Norway, and found that teacher-led more than student engagement was a predictor of student engagement.

Journal ArticleDOI
TL;DR: The results reveal that an instructor's course preparation is significantly positively related to the students' viewing activities, while instructor's guidance and assistance has a significant impact on theStudents' completing learning tasks.
Abstract: This study analyzes the impact of an instructor on the students' engagement using learning analytics approach by tracking one university's log data of teaching and learning activities in a web-based learning platform. Based on the tracking data and theoretical analysis, this study builds a teaching and learning interaction activity model to show how the instructor's course preparation and assistance activities affect different dimensions of student engagement activities and the relationship between these activities. The results reveal that an instructor's course preparation is significantly positively related to the students' viewing activities, while instructor's guidance and assistance has a significant impact on the students' completing learning tasks. The study also indicates that the students' viewing activities have a direct positive influence on their completing learning tasks activities. Students' completing learning tasks exert direct positive influence on their interaction for learning, while their viewing activities have an indirect impact on their interaction activities.

Journal ArticleDOI
TL;DR: In this paper, a collaborative study between higher education institutions in Australia, which qualitatively explored the online learning experience for undergraduate and postgraduate students, was presented, where the authors foregrounded student voice as the learners define their engagement in learning, the strategies they employed to assist this process and how engagement was enacted at an individual level.
Abstract: This article outlines a collaborative study between higher education institutions in Australia, which qualitatively explored the online learning experience for undergraduate and postgraduate students. The project adopted a narrative inquiry approach and encouraged students to story their experiences of this virtual environment, providing a snapshot of how learning is experienced by those undertaking online studies. The study explores what impacted upon students’ engagement in this environment and how different facets of their learning experience made a qualitative difference to how individuals enacted engagement. Drawing upon Sharon Pittaway’s engagement framework, the article seeks to foreground student voice as the learners define their engagement in learning, the strategies they employed to assist this process and how engagement was enacted at an individual level. The students’ reflections presented in this article can be used to inform teaching and learning strategies designed to improve engagement in...

Journal ArticleDOI
TL;DR: In this article, the authors developed a student engagement scale for higher education and evaluated the student's engagement with the university, campus, and class, and found that a higher student engagement score was regarded as an indicator that the student had a high level of engagement in higher education, while a lower score demonstrated that student engagement with campus and class was weak or that disengagement could occur.
Abstract: In this study, the purpose was to develop a student engagement scale for higher education. The participants were 805 students. In the process of developing the item pool regarding the scale, related literature was examined in detail and interviews were held. Six factors – valuing, sense of belonging, cognitive engagement, peer relationships (emotional engagement-I), relationships with faculty members (emotional engagement-II) and behavioural engagement within the scope of the components of campus engagement and class engagement – made up of 41 items were identified. The total variance explained was 59%. A higher student engagement score was regarded as an indicator that the student had a high level of engagement with the university, campus and class, while a lower score demonstrated that the student’s engagement with the campus and class was weak or that disengagement could occur.

Book
02 Apr 2015
TL;DR: Flipped classroom pioneers Jonathan Bergmann and Aaron Sams take their revolutionary educational philosophy to the next level in Flipped Learning as mentioned in this paper, which is all about what happens next when a classroom is truly student-centered and teachers are free to engage with students on an individual level.
Abstract: Flipped classroom pioneers Jonathan Bergmann and Aaron Sams take their revolutionary educational philosophy to the next level in Flipped Learning. Building on the energy of the thousands of educators inspired by the influential book Flip Your Classroom, this installment is all about what happens next -- when a classroom is truly student-centered and teachers are free to engage with students on an individual level. Flipping, combined with practical project-based learning pedagogy, changes everything. Loaded with powerful stories from teachers across curriculum and grade levels, Flipped Learning will once again turn your expectations upside-down and fuel your excitement for teaching and learning.

Book
24 Apr 2015
TL;DR: The Excellence in University Assessment (EIA) as mentioned in this paper is a pioneering text which contributes to the theory and practice of assessment through detailed discussion and analysis of award-winning teaching across multiple disciplines.
Abstract: Assessment in higher education is an area of intense current interest, not least due to its central role in student learning processes. Excellence in University Assessment is a pioneering text which contributes to the theory and practice of assessment through detailed discussion and analysis of award-winning teaching across multiple disciplines. It provides inspiration and strategies for higher education practitioners to improve their understanding and practice of assessment. The book uses an innovative model of learning-oriented assessment to analyze the practice of university teachers who have been recipients of teaching awards for excellence. It critically scrutinizes their methods in context in order to develop key insights into effective teaching, learning and assessment processes. Pivotal topics include: Competing priorities in assessment and ways of tackling them; The nature of quality assessment task design; The student experience of assessment; Promoting student engagement with feedback. An indispensable contribution to assessment in higher education, Excellence in University Assessment is a valuable guide for university leaders, middle managers, staff developers, teachers and researchers interested in the crucial topic of assessment.

01 Jan 2015
TL;DR: In this paper, the authors formulate 10 key questions and shape a research agenda for engagement and discuss the importance of state work engagement, arguing that the social context is crucial and may set the stage for a climate for engagement with an important role for management.
Abstract: This article discusses the concept of work engagement and summarizes research on its most important antecedents. The authors formulate 10 key questions and shape a research agenda for engagement. In addition to the conceptual development and measurement of enduring work engagement, the authors discuss the importance of state work engagement. Further, they argue that the social context is crucial and may set the stage for a climate for engagement with an important role for management. Engaged employees conserve their own engagement through a process of job crafting. After discussing possible dark sides of engagement and the relationship between engagement and health, the article closes with a discussion of organizational interventions to increase work engagement.

Journal ArticleDOI
TL;DR: In this paper, an overview of the integration of technology towards L2 instruction, Gamification as a concept, motivational theory, educational implications for integrating the strategy effectively, and current applications used.
Abstract: One major competence for learners in the 21st century is acquiring a second language (L2). Based on this, L2 instruction has integrated new concepts to motivate learners in their pursue of achieving fluency. A concept that is adaptable to digital natives and digital immigrants that are learning a L2 is Gamification. As a pedagogical strategy, Gamification is basically new, but it has been used successfully in the business world. Gamification not only uses game elements and game design techniques in non-game contexts (Werbach & Hunter, 2012), but also empowers and engages the learner with motivational skills towards a learning approach and sustaining a relax atmosphere. This personality factor as Brown (1994) addresses is fundamental in the teaching and learning of L2. This article covers aspects regarding language, second language learning methodology and approaches, an overview of the integration of technology towards L2 instruction, Gamification as a concept, motivational theory, educational implications for integrating the strategy effectively, and current applications used. It also calls for a necessity of empirical evidence and research in regards to the strategy.

26 Oct 2015
TL;DR: Education opportunity in Australia 2015: Who succeeds and who misses out is one of the most comprehensive data studies undertaken into Australia’s education and training system and uses an index of educational opportunity to measure how many students are on track and missing out at important developmental milestones.
Abstract: Executive summary An enduring view of Australia is of a fair and egalitarian place in which opportunities exist for all to get ahead and succeed in building secure futures. Education is viewed as one of the main vehicles through which this happens. But to what extent is this true of modern Australia? To what extent are the benefits of success available to all? Educational opportunity in Australia 2015: Who succeeds and who misses out is one of the most comprehensive data studies undertaken into Australia’s education and training system. Prepared by the Centre for International Research on Education Systems (CIRES) for the Mitchell Institute, this study draws together information on the opportunities being provided to young Australians as they negotiate the various stages of education and training and attempt to establish themselves in the workforce during their transition to adulthood. The findings are presented as an index of educational opportunity which measures how many students are on track and missing out at important developmental milestones, as well as who catches up and slips behind. Four milestones are used, constructed as an index of opportunity. For the early years the milestone is the proportion of children who are developmentally ready at the point of entry to school, as measured across five domains: physical health and wellbeing, social competence, emotional maturity, language and cognitive skills, and communication skills. For the middle years it is the proportion of Year 7 students who meet or exceed international proficiency standards in academic skills. For the senior school years it is the proportion of young people who have completed school and attained a Year 12 certificate or equivalent. For early adulthood it is the percentage of 24-year-olds who are fully engaged in education, training or work. At each milestone most young people are succeeding but some are missing out – insufficiently prepared to take on the challenges of the following stages of their lives. For those missing out at any one milestone, some make up ground and move back on track, while others succeeding at some points fall behind at others, for various reasons. The results show the proportions succeeding and missing out at each stage (our best estimates, based on available data). They show about six in 10 or more of all children starting school get through early and middle childhood with the kinds of academic and social skills needed for later success. The same proportions complete school and are fully engaged in education or work by their mid-20s. For this large group of young Australians, school works well and they succeed across all stages. They make the most of the opportunities our education and training system provides. Some children begin school not developmentally ready and remain behind across all stages. Our estimate is that this affects up to 10 per cent of the population. Between entry to school and Year 7 one in 10 remain behind. Roughly this number are behind at the beginning of secondary school and do not complete Year 12 or equivalent, and the same proportion remains marginalised at age 24, not able to secure full-time work or be in study or training. This proportion misses out across all stages and is not gaining the preparation needed to take up later opportunities in life. Helping young people who are falling behind to catch up and take advantage of opportunities over later stages is no easy task, because they are disproportionately likely to be from disadvantaged backgrounds. Success at each stage varies by indigenous status, language background, region and gender, and markedly by the socio-economic status (SES) of students. But what we learn from the patterns is that young people who are missing out can recover and gain ground. Being behind at any point need not be a life sentence, even for the disadvantaged, though even here the chances of recovery and of gaining ground are still in favour of students from more advantaged backgrounds. The most advantaged learners are not only less likely to fall below expected standards in the first place but more likely to catch up again if they do. Learning about what predicts success and failure requires information about experiences during each of the main stages of education and training. To do this, we use a number of indicators that reflect the experiences of young Australians leading up to each milestone. They include information on student engagement, academic achievement, attendance, participation, and progress. This important information on the quality of educational experiences helps build an understanding of the factors associated with success and failure.

Journal ArticleDOI
TL;DR: In this article, the authors examined the links between multiple levels of belonging and forms of behavioral and emotional engagement among STEM undergraduates in five geographically and culturally distinct institutions in the United States and found that belonging is a distinct attribute related to engagement and is not simply reducible to feelings of self-efficacy.
Abstract: This study examined the links between multiple levels of belonging and forms of behavioral and emotional engagement among STEM undergraduates in five geographically and culturally distinct institutions in the United States. Data were gathered from a survey specifically designed to capture the links between these key elements of the undergraduate experience. Results from over 1500 student participants in the survey clearly supported the importance of belonging for behavioral and emotional engagement in STEM courses when measured in the context of the classroom. The most consistent and significant links among models for the five participating institutions occurred between belonging at the class level and positive emotional engagement, while the least frequent and least consistent occurred between belonging to the university and all forms of engagement. Patterns of association to engagement were also similar for belonging and self-efficacy. The results of this study confirm the importance of belonging in the STEM classroom context and provide additional insights into the concurrent importance of self-efficacy in supporting student engagement. These results also demonstrate that belonging is a distinct attribute related to engagement and is not simply reducible to feelings of self-efficacy.

Journal ArticleDOI
TL;DR: This article examined concurrent teacher-student interaction quality and 5th graders' engagement in mathematics classrooms and considered how teacher interaction quality relates to engagement differently for boys and girls, and found that teachers in classrooms with higher emotional support reported higher cognitive, emotional, and social engagement, but not in observed or teacher-reported engagement.
Abstract: This study examines concurrent teacher–student interaction quality and 5th graders’ (n = 387) engagement in mathematics classrooms (n = 63) and considers how teacher–student interaction quality relates to engagement differently for boys and girls Three approaches were used to measure student engagement in mathematics: Research assistants observed engaged behavior, teachers reported on students’ engagement, and students completed questionnaires Engagement data were conducted 3 times per year concurrent with measures of teacher–student interaction quality Results showed small but statistically significant associations among the 3 methods Results of multilevel models showed only 1 significant finding linking quality of teacher–student interactions to observed or teacher-reported behavioral engagement; higher classroom organization related to higher levels of observed behavioral engagement However, the multilevel models produced a rich set of findings for student-reported engagement Students in classrooms with higher emotional support reported higher cognitive, emotional, and social engagement Students in classrooms higher in classroom organization reported more cognitive, emotional, and social engagement Interaction effects (Gender × Teacher–student interaction quality) were present for student-reported engagement outcomes but not in observed or teacher-reported engagement Boys (but not girls) in classrooms with higher observed classroom organization reported more cognitive and emotional engagement In classrooms with higher instructional support, boys reported higher but girls reported lower social engagement The discussion explores implications of varied approaches to measuring engagement, interprets teacher–student interaction quality and gender findings, and considers the usefulness of student report in understanding students’ math experiences

Journal Article
TL;DR: For instance, this paper found that students valued participating in engaging learning activities and found that active engagement positively impacted their learning, while lecturing was ineffective for teaching and synthesizing information.
Abstract: A paradigm shift from lecture-based courses to interactive classes punctuated with engaging, student-centered learning activities has begun to characterize the work of some teachers in higher education. Convinced through the literature of the values of using active learning strategies, we assessed through an action research project in five college courses student perceptions of their impact on learning. Specifically, students were asked to engage in a variety of in-class and out-of-class exploratory writing assignments and pairs and other small group discussions interspersed among short lectures. Quantitative and qualitative data revealed students valued participating in engaging learning activities. Students also affirmed how active engagement positively impacted their learning. ********** Lecturing remains the predominant instructional method used in college classrooms as many academicians claim it is the most efficient and effective way to deliver content (Lom, 2012). That is, lectures are effectual for teaching and synthesizing information, especially when information is complex, large classes make lecturing economical, and lecturing conforms to the way universities are configured relative to space and time. However, evidence is lacking that this should be the only instructional approach used, especially when too many college students passively sit in classrooms while pretending to pay attention. In fact, an increasing wealth of evidence confirms how active engagement significantly impacts student learning, understanding, and critical thinking (e.g., Bonwell & Eisen, 1991; Komarraju & Karau, 2008; Machemer & Crawford, 2007). As such, the scholarship of teaching strongly affirms what students across most disciplines readily espouse. Endless lectures do not keep their minds engaged as many mentally check out after only a few minutes. To combat this, Bonwell and Eisen (1991), Brookfield (2006), and Cavanaugh (2011) argue that at least every 10-15 minutes lectures should be punctuated by a diversity of learning activities to keep students focused and engaged, which in turn will help them learn. Creating learner-centered environments is the most important thing faculty can do to optimize student learning (Doyle, 2008). Learner-centered environments, Doyle stresses, are different because they require students to move beyond taking notes and passing tests to embracing new learning roles and responsibilities. When students exert real control over their educational experiences, they make important choices about what and how they will learn. Higher education, emphasizes Mansson (2013), is experiencing a paradigm shift from teacher-centered instruction to learner-centered instruction. This learner-centered paradigm requires teachers who value maximizing opportunities for students to learn, while urging students to accept that what is learned in any course will always be their responsibility. "Student-centered instruction is a broad teaching approach that includes substituting active learning for lectures, holding students responsible for their learning, and using self-paced and/or cooperative (team-based) learning" (Felder & Brent, 1996, p. 43). Cavanagh (2011) concludes cooperative activities help students understand content better because they are more actively engaged. In fact, cooperative learning leads to deeper learning and increased critical thinking (Millis, 2010). Doyle (2011) astutely concludes, "Neuroscience, biology, and cognitive science research have made it clear that the one who does the work does the learning" (p. 1). No doubt, students learn best when they engage actively in the learning process (Davis, 1993). [FIGURE 1 OMITTED] So, who is right--the defenders of only lecturing, or are the advocates of engaging students more actively in their learning? To help answer this question, we examined the literature on numerous instructional practices and from these chose exploratory writing assignments and small-group discussions as learning strategies to intersperse with short lectures (See Figure 1). …

Journal ArticleDOI
TL;DR: In this article, the authors test the use of a social networking site (Facebabble) to measure student engagement in the context of deep learning and educational outcomes, and the results show that student engagement is an ongoing concern for educators because of its positive association with deep learning.
Abstract: Student engagement is an ongoing concern for educators because of its positive association with deep learning and educational outcomes. This article tests the use of a social networking site (Faceb...

Journal ArticleDOI
TL;DR: Although involvement and autonomy support partly explained the gender gap in engagement (mediation hypothesis), more support was found for differential effects of autonomy support on boys' versus girls' engagement (differential effects hypothesis).
Abstract: Background The gender gap in education in favour of girls is a widely known phenomenon. Boys generally have higher dropout rates, obtain lower grades, and show lower engagement. Insight into factors related to these academic outcomes could help to address the gender gap. Aims This study investigated, for Dutch language classes, (1) how boys and girls differ in behavioural engagement, (2) which teacher support dimensions (autonomy support, structure, involvement) may explain gender differences in engagement (mediation hypothesis), and (3) whether and which of these teacher support dimensions matter more for boys’ as opposed to girls’ engagement (moderation or differential effects hypothesis). Sample A total of 385 Grade 7 students and their 15 language teachers participated in this study. Methods Teacher support was assessed through student reports. Student engagement was measured using student, teacher, and observer reports. By means of structural equation modelling, the mediating role of the teacher support dimensions for gender differences in behavioural engagement was tested. The potential differential role of the teacher support dimensions for boys’ and girls’ engagement was investigated through multigroup analysis. Results Boys were less engaged than girls and reported lower support from their teacher. Autonomy support and involvement partially mediated the relationship between gender and behavioural engagement. Autonomy support was demonstrated to be a protective factor for boys’ engagement but not for girls’. Structure and involvement contributed equally to engagement for both sexes. Conclusions Although involvement and autonomy support partly explained the gender gap in engagement (mediation hypothesis), more support was found for differential effects of autonomy support on boys’ versus girls’ engagement (differential effects hypothesis).

Journal ArticleDOI
TL;DR: In this paper, a model of learning-oriented assessment to inform assessment theory and practice is proposed, focusing on three interrelated processes: the assessment tasks which students undertake, students' development of self-evaluative capacities, and student engagement with feedback.
Abstract: This paper proposes a model of learning-oriented assessment to inform assessment theory and practice. The model focuses on three interrelated processes: the assessment tasks which students undertake; students’ development of self-evaluative capacities; and student engagement with feedback. These three strands are explored through the analysis of assessment practice in context. The research method involves in-depth classroom observations of five recipients of awards for teaching excellence across multiple disciplines; and semi-structured interviews with these teachers and a sample of their students. Findings highlight assessment tasks promoting thinking and practicing in the discipline; the use of critical reviews to develop student understandings of quality work; and ‘same day feedback’ to promote timely dialogues with students. The coherence of the model is discussed and some areas for further exploration are suggested.

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TL;DR: Two related sets of findings on the classroom context in high needs elementary schools are presented: change over one school term in teacher burnout and classroom quality and how adjustment co-varied over time with child externalizing behaviors and was predicted by teacher burnouts, classroom quality, and aggregate externalized behaviors.

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TL;DR: For African American parents, a delicate balance is needed to capture the benefits of higher levels of monitoring for promoting GPA and behavioral engagement and thebenefits of autonomy support for developing aspirations and cognitive engagement.
Abstract: Based on a longitudinal sample of 1,452 African American and European American adolescents and their parents, parenting practices (i.e., monitoring, warmth, and autonomy support) at 7th grade had significant indirect effects on college enrollment 3 years post high school, through their effects on aspirations, school engagement, and grade point average (GPA). All 3 parenting practices were related to aspirations and behavioral engagement at 8th grade, with 2 of the 3 parenting practices related to the emotional (monitoring and warmth) and cognitive (autonomy support and warmth) engagement. The reciprocal relations between aspirations and engagement/GPA were significant, although the effects from 8th aspirations to 11th engagement were stronger than the reverse path. Ethnic differences were found only for parenting practices: monitoring had stronger associations with GPA and behavioral engagement for African Americans, whereas autonomy support had stronger associations with GPA for European Americans. For African American parents, a delicate balance is needed to capture the benefits of higher levels of monitoring for promoting GPA and behavioral engagement and the benefits of autonomy support for developing aspirations and cognitive engagement. Parental warmth was equally beneficial for supporting aspirations, engagement, and achievement across ethnicity.

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TL;DR: In this article, the impact of weekly personal and study resources on weekly student engagement, active learning behaviors, and performance was investigated. And the authors highlight the importance of fostering students' engagement.
Abstract: In the present study, we used a quantitative diary design to investigate within-person fluctuations in student engagement and performance. Specifically, we analyzed the impact of weekly personal and study resources on weekly student engagement, active learning behaviors, and performance. In addition, we investigated whether students high (vs. low) in trait Openness reacted differently to their weekly resources. The sample was composed of 45 first-year psychology students who filled in a questionnaire over 3 weeks; twice per week (N = 45 × 6 = 270 occasions)—during the days they had tutorial group meetings. The tutors evaluated each student’s active learning behaviors during these meetings. Results of hierarchical linear modeling analyses showed that study engagement fully mediated the relationship between personal resources and observed learning activities; study resources were indirectly positively related to learning activities through study engagement. In addition, observed learning activities were positively related to the course grade. As hypothesized, trait Openness strengthened the positive relationship between personal/study resources and study engagement. Our findings highlight the importance of fostering students’ engagement. We conclude with a discussion of the theoretical implications for education and suggestions for future research.