Enhancing Students' Engagement: Report of a 3-Year Intervention With Middle School Teachers

被引：64

作者：

Turner, Julianne C. ^{[1
]}

Christensen, Andrea ^{[1
]}

Kackar-Cam, Hayal Z. ^{[2
]}

Trucano, Meg ^{[1
]}

Fulmer, Sara M. ^{[3
]}

机构：

[1] Univ Notre Dame, Notre Dame, IN 46556 USA

[2] No Illinois Univ, De Kalb, IL 60115 USA

[3] SUNY Coll Oneonta, Oneonta, NY USA

来源：

AMERICAN EDUCATIONAL RESEARCH JOURNAL | 2014年 / 51卷 / 06期

关键词：

student engagement; motivation; classroom instruction; intervention; middle school; PROFESSIONAL-DEVELOPMENT; SELF-DETERMINATION; MOTIVATION; AUTONOMY; MODEL; PERSISTENCE; CLASSROOM; APPRECIATION; ACHIEVEMENT; PERFORMANCE;

D O I：

10.3102/0002831214532515

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

All teachers (N = 32) at one middle school participated in a university-led intervention to improve student engagement. Teachers discussed four principles of motivation and related instructional strategies. Teachers enacted instructional strategies in their classrooms. We observed six randomly selected teachers and their students over 3 years. Analyses of the dynamic patterns of teacher-student interaction (using an application of state space grids) revealed two distinct patterns. The upward group (n = 3) showed an increase of teacher motivational support and student engagement. The stable group (n = 3) demonstrated low levels of both teacher motivational support and student engagement. Qualitative analyses of instructional differences between the two groups help explain student engagement. Implications include conceptualizing student engagement as interpersonal classroom activity and measuring change as developmental and dynamic phenomena.

引用

页码：1195 / 1226

页数：32

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