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Student Engagement (student + engagement)
Selected AbstractsCollege and character: Insights from the national survey of student engagementNEW DIRECTIONS FOR INSTITUTIONAL RESEARCH, Issue 122 2004George D. Kuh The authors examine the college conditions that contribute to character development, using data from the National Survey of Student Engagement (NSSE). [source] Principles for good practice in graduate and professional student engagementNEW DIRECTIONS FOR STUDENT SERVICES, Issue 115 2006Jason L. Pontius Coordinator of Graduate Student Life Student engagement represents a critical benchmark of educational effectiveness for graduate as well as undergraduate students. This chapter presents seven principles for good practice in engaging and connecting graduate and professional students to the larger campus community and provides examples of exemplary programs. [source] Student engagement with school: Critical conceptual and methodological issues of the constructPSYCHOLOGY IN THE SCHOOLS, Issue 5 2008James J. Appleton Research supports the connection between engagement, achievement, and school behavior across levels of economic and social advantage and disadvantage. Despite increasing interest and scientific findings, a number of interrelated conceptual and methodological issues must be addressed to advance this construct, particularly for designing data-supported interventions that promote school completion and enhanced educational outcomes for all students. Of particular concern is the need to (a) develop consensus on the name of the construct, (b) identify reliable measures of the dimensions of the construct, and (c) complete the construct validation studies needed to move research and intervention forward. © 2008 Wiley Periodicals, Inc. [source] Using the Malcolm Baldrige National Quality Award in Teaching: One Criteria, Several Perspectives,DECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 2 2004James A. Belohlav ABSTRACT The Malcolm Baldrige National Quality Award (MBNQA) has influenced the thinking and operations within organizations from all sectors of the American economy. This paper presents the experiences of three faculty members who have used the Criteria for Performance Excellence and the underlying concepts of the MBNQA to enhance the learning experiences of their students. The authors discuss how Dale's Cone of Experience is employed, by means of concrete exercises and experiences, to better leverage the student's ability to understand the abstract concepts. The formal, end-of-term student evaluations indicate that the described approach has led to a higher level of student engagement in the learning process, as evidenced by more abundant and higher-quality feedback to the instructors. [source] Promoting student engagement in science: Interaction rituals and the pursuit of a community of practiceJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 1 2007Stacy Olitsky This study explores the relationship between interaction rituals, student engagement with science, and learning environments modeled on communities of practice based on an ethnographic study of an eighth grade urban magnet school classroom. It compares three interactional events in order to examine the classroom conditions and teacher practices that can foster successful interaction rituals (IRs), which are characterized by high levels of emotional energy, feelings of group membership, and sustained interest in the subject. Classroom conditions surrounding the emergence of successful IRs included mutual focus, familiar symbols and activity structures, the permissibility of some side-talk, and opportunities for physical and emotional entrainment. Sustained interest in the topic beyond the duration of the IR and an increase in students' helping each other learn occurred more frequently when the mutual focus consisted of science-related symbols, when there were low levels of risk for participants, when activities involved sufficient challenge and time, and when students were positioned as knowledgeable and competent in science. The results suggest that successful interaction rituals can foster student engagement with topics that may not have previously held interest and can contribute to students' support of peers' learning, thereby moving the classroom toward a community-of-practice model. © 2006 Wiley Periodicals, Inc. J Res Sci Teach [source] Adolescent Behavioral, Affective, and Cognitive Engagement in School: Relationship to DropoutJOURNAL OF SCHOOL HEALTH, Issue 9 2009Isabelle Archambault PhD ABSTRACT BACKGROUND: High school dropout represents an important public health issue. This study assessed the 3 distinct dimensions of student engagement in high school and examined the relationships between the nature and course of such experiences and later dropout. METHODS: We administered questionnaires to 13,330 students (44.7% boys) from 69 high schools in the province of Quebec (Canada). During 3 consecutive high school years, students reported their behavioral, emotional, and cognitive engagement to school. Information on later dropout status was obtained through official records. RESULTS: Although many adolescents remained highly engaged in high school, one third reported changes, especially decreases in rule compliance, interest in school, and willingness to learn. Students reporting low engagement or important decrements in behavioral investment from the beginning of high school presented higher risks of later dropout. CONCLUSION: School-based interventions should address the multiple facets of high school experiences to help adolescents successfully complete their basic schooling. Creating a positive social-emotional learning environment promises better adolescent achievement and, in turn, will contribute to a healthier lifestyle. [source] Developing a theory-driven model of community college student engagementNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 144 2008Pam Schuetz This chapter describes development and testing of a new conceptual model of community college student engagement that can be used to guide and strengthen institutional leverage over student outcomes. [source] The use of engagement data in accreditation, planning, and assessmentNEW DIRECTIONS FOR INSTITUTIONAL RESEARCH, Issue 141 2009Trudy W. Banta A suite of assessment tools, including measures of student engagement, powers a cycle of activities that create an institutional culture of planning and decision making based on evidence. [source] The role of precollege data in assessing and understanding student engagement in collegeNEW DIRECTIONS FOR INSTITUTIONAL RESEARCH, Issue 141 2009James S. Cole Obtaining precollege student data, including attitudes, academic performance, past and expected engagement, and family and student characteristics, is important for institutions to gain a better understanding of the first-year experience. [source] College and character: Insights from the national survey of student engagementNEW DIRECTIONS FOR INSTITUTIONAL RESEARCH, Issue 122 2004George D. Kuh The authors examine the college conditions that contribute to character development, using data from the National Survey of Student Engagement (NSSE). [source] Enhancing racial self-understanding through structured learning and reflective experiencesNEW DIRECTIONS FOR STUDENT SERVICES, Issue 120 2007Stephen John Quaye Intercultural maturity and the learning partnerships model are offered as frameworks for understanding the intersection of students' developmental levels and readiness for cross-racial interactions, and for assisting educators in promoting racial self-understanding. A case study is used to illustrate the usefulness of the model in supporting student engagement with race. [source] Principles for good practice in graduate and professional student engagementNEW DIRECTIONS FOR STUDENT SERVICES, Issue 115 2006Jason L. Pontius Coordinator of Graduate Student Life Student engagement represents a critical benchmark of educational effectiveness for graduate as well as undergraduate students. This chapter presents seven principles for good practice in engaging and connecting graduate and professional students to the larger campus community and provides examples of exemplary programs. [source] Promoting persistence and success of underrepresented students: Lessons for teaching and learningNEW DIRECTIONS FOR TEACHING & LEARNING, Issue 115 2008Jillian Kinzie This chapter explores the relationships between indicators of student success such as persistence and student engagement in effective educational practices focusing on historically underrepresented populations. [source] Relations among school assets, individual resilience, and student engagement for youth grouped by level of family functioningPSYCHOLOGY IN THE SCHOOLS, Issue 5 2008Jill D. Sharkey Given the importance of student engagement for healthy outcomes, research needs to investigate whether school-based assets promote student engagement beyond individual and family influences. Unfortunately, such research has been limited by a lack of valid instrumentation. After examining the psychometrics of the California Healthy Kids Survey Resilience Youth Development Module, we used this risk and resilience instrument with a randomly selected sample of 10,000 diverse 7th-, 9th-, and 11th-grade students to test a model of relations between school assets, individual resilience, and student engagement for students grouped by level of family assets. Although youth in the low family asset group reported lower student engagement, contrary to hypothesis, multigroup structural equation modeling revealed that school assets did not have a differential relation for low family asset youth compared to their high family asset peers. School assets were associated with student engagement for all groups, even accounting for individual resilience. Implications and future directions are provided. © 2008 Wiley Periodicals, Inc. [source] Questioning as an instructional method: Does it affect learning from lectures?APPLIED COGNITIVE PSYCHOLOGY, Issue 6 2009Julie Campbell What can be done to improve student engagement and learning in college lectures? One approach is to ask questions that students answer during the lecture. In two lab experiments, students received a 25-slide PowerPoint lecture in educational psychology that included four inserted multiple-choice questions (questioning group) or four corresponding statements (control group). Students in the questioning group used a personal response system (PRS), in which they responded to questions using a hand-held remote control, saw a graph displaying the percentage of students voting for each answer, and heard the teacher provide an explanation for the correct answer. Students in the control group received the corresponding slide as a statement and heard the teacher provide an explanation. The questioning group outperformed the control group on a retention test in Experiment 1 (d,=,1.23) and on a transfer test in Experiment 2 (d,=,0.74), but not on other tests. The results are consistent with a generative theory of learning, and encourage the appropriate use of questioning as an instructional method. Copyright © 2008 John Wiley & Sons, Ltd. [source] Teaching the extracellular matrix and introducing online databases within a multidisciplinary course with i-cell-MATRIXBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 2 2010A student-centered approach Abstract The biochemistry and molecular biology of the extracellular matrix (ECM) is difficult to convey to students in a classroom setting in ways that capture their interest. The understanding of the matrix's roles in physiological and pathological conditions study will presumably be hampered by insufficient knowledge of its molecular structure. Internet-available resources can bridge the division between the molecular details and ECM's biological properties and associated processes. This article presents an approach to teach the ECM developed for first year medical undergraduates who, working in teams: (i) Explore a specific molecular component of the matrix, (ii) identify a disease in which the component is implicated, (iii) investigate how the component's structure/function contributes to ECM' supramolecular organization in physiological and in pathological conditions, and (iv) share their findings with colleagues. The approach,designated i-cell-MATRIX,is focused on the contribution of individual components to the overall organization and biological functions of the ECM. i-cell-MATRIX is student centered and uses 5 hours of class time. Summary of results and take home message: A "1-minute paper" has been used to gather student feedback on the impact of i-cell-MATRIX. Qualitative analysis of student feedback gathered in three consecutive years revealed that students appreciate the approach's reliance on self-directed learning, the interactivity embedded and the demand for deeper insights on the ECM. Learning how to use internet biomedical resources is another positive outcome. Ninety percent of students recommend the activity for subsequent years. i-cell-MATRIX is adaptable by other medical schools which may be looking for an approach that achieves higher student engagement with the ECM. [source] What bilingual poets can do: Re-visioning English education for biliteracyENGLISH IN EDUCATION, Issue 3 2008Melisa Cahnmann-Taylor Abstract This paper describes a bilingual-bidialectal poetry writing programme set up in a community library in the southeastern United States for multi-age learners. The authors explore the use of poetry as a vehicle for biliteracy development. The analysis draws on observations of the students' engagement with poetry both in terms of their writing and the teachers' responses. The paper discusses how poetry can inform a critical, multicultural approach to developing biliteracy in students of all ages and degrees of competence in written English. The authors theorise the role that poetry can play in creating positive learning environments for such students. [source] Differences in African-American and European-American students' engagement with nanotechnology experiences: Perceptual position or assessment artifact?JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 6 2007M. Gail Jones This study examined middle and high school students' perceptions of a weeklong science experience with nanotechnology and atomic force microscopy. Through an examination of student self assessments and their writing, the study allowed us to examine some of the issues that may contribute to discrepancies that are seen between European-American and African-American students in science. The results of the study showed that after instruction, African-American students were significantly more likely to agree with the statement that "science involves mostly memorizing things and getting the right answer," than European-American students. In addition, European-American students were significantly more likely to write their newspaper stories from a first person perspective than their African-American peers. The results are discussed in light of the assessment task, students' interpretations of formal writing, cultural differences in the use of language in writing, and possible cultural differences in students' perceptions of the science experience. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 787,799, 2007 [source] From nationwide standardized testing to school-based alternative embedded assessment in Israel: Students' performance in the matriculation 2000 projectJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 1 2003Yehudit J. Dori Matriculation 2000 was a 5-year project aimed at moving from the nationwide traditional examination system in Israel to a school-based alternative embedded assessment. Encompassing 22 high schools from various communities in the country, the Project aimed at fostering deep understanding, higher-order thinking skills, and students' engagement in learning through alternative teaching and embedded assessment methods. This article describes research conducted during the fifth year of the Project at 2 experimental and 2 control schools. The research objective was to investigate students' learning outcomes in chemistry and biology in the Matriculation 2000 Project. The assumption was that alternative embedded assessment has some effect on students' performance. The experimental students scored significantly higher than their control group peers on low-level assignments and more so on assignments that required higher-order thinking skills. The findings indicate that given adequate support and teachers' consent and collaboration, schools can transfer from nationwide or statewide standardized testing to school-based alter-native embedded assessment. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 34,52, 2003 [source] The Effects of Instructional Training on University Teaching AssistantsPERFORMANCE IMPROVEMENT QUARTERLY, Issue 4 2003Patricia L. Hardré ABSTRACT This study addressed the need for empirical tests of the global instructional design (ID) model as a toolkit for classroom teachers in authentic settings; and the performance improvement challenge of finding effective, efficient methods of professional development for preparing graduate assistants to teach. Participants were eighteen teaching assistants (TAs) with primary instructional responsibilities at a large Midwestern university. Twelve were given a training intervention in instructional design, while the other six served as a control group. The intervention was based on the iterative, five-phase ADDIE model, and principles from educational psychology. Dependent measures were TAs' ID knowledge, teaching self-efficacy, satisfaction with knowledge and strategies, perceived teaching competence, teaching performance and teaching effectiveness, and their students' engagement and perceived learning. All of the study's seven hypothesized relationships were found statistically significant. The intervention, though brief, measurably increased the ID knowledge of participating TAs, along with their teaching-related self-perceptions, and student outcomes. Instructional design emerges as a potentially powerful training tool for organizing teachers' and trainers' knowledge related to the complex practice of classroom instruction. [source] Teaching energy metabolism using scientific articlesBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 2 2010Implementation of a virtual learning environment for medical students Abstract This work describes the use of a virtual learning environment (VLE) applied to the biochemistry class for undergraduate, first-year medical students at the Federal University of Rio de Janeiro. The course focused on the integration of energy metabolism, exploring metabolic adaptations in different physiological or pathological states such as starvation, diabetes, and exercise. The VLE was designed to combine online activities with traditional course content and presented guided inquiry-based activities to assist in the use of original scientific articles as educational resources. Based on the analysis of a semi-open questionnaire, the results provided evidence that the VLE encouraged students' engagement in activities and improved feedback. The results also suggested that guided inquiry-based activities were an effective way to stimulate students to critically read relevant scientific articles and to acquire skills to build and contextualize their knowledge through content association. In addition, most of the students involved in this experience considered the use of these resources important to become familiar with scientific language and to learn how to obtain up-to-date scientific information during their professional life. [source] | |||||||||||||