Education Commons^™

Context Matters: Concepts Of School Engagement In The Context Of Geographic Isolation, Gary Andersen, Linda E. Feldstein

The Advocate

This case study research represents an attempt to gain a better understanding of conceptions of school engagement in a rural, isolated, agricultural mid-western community. Local school administrators, in collaboration with a regional university, chose to make student engagement the focus of deep inquiry in order to better address student concerns, improve teaching, and student outcomes (Association of Teacher Educators, 2007). Researchers interviewed students, teachers, and parents in a local high school, using an interview protocol specifically designed for each constituency. The study results point to a mostly behavioral, or compliance driven concept of engagement among all groups interviewed, but further …

Teacher Development Multi-Year Study Series: Timor-Leste: Interim Report 2, Elizabeth Cassity, Jennie Chainey

Teacher education

The interim reports present the findings from the first and second years of a multi-year study on Timor-Leste's Apoiu Lideransa liuhosi Mentoria no Aprendizajen (ALMA). The study focuses on understanding the extent to which education stakeholders, including school leaders and teachers, develop teaching knowledge and change teaching practice over time. It also explores the extent to which participation in the program leads to improvements in learning outcomes for students. This study is framed within the context of Timor-Leste's introduction of a new National Basic Education Curriculum.

Effective Instructional Practices For Students With Mild Disabilities: Cognitive And Meta-Cognitive Strategies, Crystal Roberts, Andrea Scandrett, Jessika Washington

National Youth Advocacy and Resilience Conference

General Education Teachers, Special Education Teachers, and School Administrators will be able to gain information needed to support students suspected of or identified as experiencing learning disabilities. The presenters will discuss cognitive and meta-cognitive high leverage instructional practices that can be used to improve student engagement and academic achievement by strengthening executive functioning skills to enhance memory, attention and self-regulation.

An Exploration Of Student Engagement And Learning Within A Newly Online Version Of Teac 861: Teaching In A Pluralistic Society - A Peer Review Of Teaching Benchmark Portfolio, Amanda R. Morales

UNL Faculty Course Portfolios

Given the current racial, economic, and socio-political tensions in K-12 education, the work of teacher preparation arguably has never been more important or difficult. This benchmark portfolio targets a core required course aimed at increased teachers’ cultural competence and equity literacy, 861: Teaching in a Pluralistic Society. In this portfolio, I focus primarily on methods and mechanisms I used to increase student engagement in and critical reflection on a social justice-oriented curriculum in a new online format. I describe the context for the course, my initial anxieties around teaching the course online for the first time, student demographics, my redesigned …

From Student Engagement To Student Empowerment, Gail D. Gallman, Kelsey J. Gibson

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

This Professional Learning Module is designed to provide educators with the resources and skills to move their classroom interactions from engaging students to empowering students. The module focuses on six levels of student empowerment that focus on the whole child: intellectual, emotional, behavioral, physical, social, and cultural engagement. Throughout the module, educators will be provided with a series of activities that provide the educator with the opportunity to reflect on and engage with the strategies as they are represented in their own classrooms.

View professional learning module.

Full Issue: Journal On Empowering Teaching Excellence, Volume 3, Issue 1, Kim Hales

Journal on Empowering Teaching Excellence

The full Spring 2019 issue (Volume 3, Issue 1) of the Journal on Empowering Teaching Excellence, Spring 2019

Assessment Of Children As Confident And Involved Learners In Early Childhood Education And Care: Literature Review, Dan Cloney, Jen Jackson, Pru Mitchell

Early Childhood Education

This literature review is one of a series of reviews to support Victorian early childhood professionals to assess children’s learning and development in relation to the five Learning and Development Outcomes in the Victorian Early Years Learning and Development Framework (VEYLDF). This literature review documents the research that underpins and defines learning for children from birth to eight years, and outlines children’s trajectory as confident and involved learners. The resource aims to equip early childhood professionals with the knowledge to identify and assess children’s progress towards the VEYLDF Outcome: 'Children are confident and involved learners'.

Self-Determination Theory And Student Emotional Engagement In Higher Education, Tarah Brittany Ikahihifo

Theses and Dissertations

Studies have shown that increased student engagement is correlated with improved learning outcomes and overall positive results for students. While engagement can be viewed as a precursor to other outcomes, it should also be examined as an outcome itself. To increase student engagement and improve the learning experience for students, we must understand which factors can facilitate engagement and how educators can positively affect these factors. This research explored the influence of three proposed facilitators of engagement: autonomy, competence, and relatedness. Self-determination theory, a theory of motivation, posits that these are three innate psychological needs that must be fulfilled to …

Connecting Bullying And School Drop Out, June Jenkins, Jan Urbanski

National Youth Advocacy and Resilience Conference

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Dramatic Monologues And The C3 Framework: An Oscar-Winning Pair, Rebecca Macon Bidwell

The Councilor: A National Journal of the Social Studies

Dramatic monologues offer an innovative tool for social studies teachers to integrate exciting teaching practices that align with the C3 Framework published by the National Council for the Social Studies (NCSS, 2013). The author describes a form of dramatic monologues called historical brags and whines. These types of monologues engage students by allowing them to play the roles of historical figures. Students investigate and write in the voices and mannerisms of people from the past. These activities described in this article help students practice skills such as research and analysis as described in the C3 Framework. The necessary steps to …

An Argument For Delayed, Indirect, Embedded Praise, Cindy Campbell

Journal of Applied Social Science Research and Practice

This case study examines the implementation of an early alert intervention system designed to enhance retention and student course engagement at a large suburban, public two-year degree-granting college. The focus of the study was to investigate the work-flow process and labor requirements for operationalizing the in-house intervention protocol, utilizing a Success Coach model. This paper documents the intervention procedures and reports findings pertaining to faculty time commitment and participation, frequency and prevalence of raised alert flags, and labor requirements for conducting student outreach. Cost efficiency and effectiveness are discussed, as are alternative approaches for implementation, including the use of automation …

Why Ask Why?, Beth Kraemer, Beth Fuchs, Jennifer Hootman, Debbie Sharp

Greater Faculties: A Review of Teaching and Learning

No abstract provided.

The Future Of The History Of Design, Patrick Lucas, Helen Turner, Trey Conatser

Greater Faculties: A Review of Teaching and Learning

No abstract provided.

Teaching Stem For The Public Good, Rita Basuray

Greater Faculties: A Review of Teaching and Learning

No abstract provided.

On Rapport: Connecting With Students, Brandi Frisby

Greater Faculties: A Review of Teaching and Learning

No abstract provided.

Data Diving Into “Noticing Poetry”: An Analysis Of Student Engagement With The “I Notice” Method, Scot Slaby, Jordan Benedict

Journal of Inquiry and Action in Education

This paper explores students’ engagement in reading poems, examining data on their self perceptions of their confidence and competence in reading poems before, during, and after using the “I Notice” methodology as adapted from The Academy of American Poets’ unit plan, “Noticing Poetry” (Slaby, 2017). The data was collected over the course of a month from January 9 through January 30, 2018 and involved five classes of one hundred general English tenth grade students across three teachers’ classrooms at Shanghai American School’s Puxi High School Campus. Data indicates that the “I Notice” method and the “Noticing Poetry” unit and its …

Digging Economics--Econ 200: Economics Essentials And Issues, Tammie Fischer

UNL Faculty Course Portfolios

This portfolio examines student engagement in Econ 200: Essentials of Economics course. Econ 200, a large lecture format, serves as a requirement for completing a minor in Business and fulfills the ACE 6 or 8 categories. Much discussion and research exist around the importance of student engagement in large lecture sections which can often be a challenge. Engagement is important in the process of increasing knowledge with added peer effects. At the same time, activities designed to increase engagement often come at a cost, both in terms of precious class time and to faculty in the form of additional grading. …

Psyc/Wmns 421/821: Psychology Of Gender, Kathryn Holland

UNL Faculty Course Portfolios

This benchmark portfolio describes the process of developing and assessing student learning in Psychology of Gender (PSYC/WMNS 421/821)—a course I taught in Spring 2019 while participating in the Peer Review of Teaching Project at the University of Nebraska Lincoln. This course is housed in the Psychology Department and cross-listed in Women’s and Gender Studies. The students in this course are mostly advanced undergraduate psychology majors. The course is capped at 40 and is primarily discussion-based. In my portfolio, I outline the course structure and context, my course objectives, and the students enrolled. I also document the teaching materials, methods, and …

Psychological And Contextual Antecedents To Student Engagement Profiles Of Ninth Grade Students, Wendy Ann Jones

Walden Dissertations and Doctoral Studies

Student engagement is a determinant for students' academic success, readiness for higher education, and social agency. The purpose of this qualitative, case study was to explore ninth grade students' perceptions of the contextual and psychological factors that influence the development of student engagement profiles. The ecological systems theory was used as the framework for the study. Through purposive sampling, 15 participants were selected, and 5 groups of 3 were formed based on participants' engagement profiles as identified by cooperating teachers' categorization and the results of the Student Engagement Instrument. Using semi structured interviews, data were gathered for the 4 research …

Inquiry, Discovery, And The Complexities Of Teaching: Learning From The Research Of Practitioners, Angela Hooser, Laura Sabella

Journal of Practitioner Research

In this opening article, Guest Editors Angela Hooser and Laura Sabella define the purpose of this special themed issue of Journal of Practitioner Research: Inquiry, Discovery, and the Complexities of Teaching: Learning from the Research of Practitioners and introduce the seven pieces of teacher research published in this volume that encapsulate this theme.

Technological Resources Versus Non-Technological Resources, Samantha Sapa

Dissertations, Theses, and Projects

The purpose of this study is to help show that using technology as an instructional strategy will benefit students’ knowledge on certain concepts. Improving focus and engagement will lead to increased knowledge of students. This study’s participants included ten randomly selected second-graders. They focused on the concept of 2-dimensional and 3-dimensional shapes. At the beginning of this study, they were given a pre-assessment (see Appendix A) to show their current knowledge. When this study was completed, a post-assessment (see Appendix B) was given. Comparing the results of these two assessments helped to show that using technology, during teacher-led instruction, benefited …

Add Interactive Elements To Videos Using H5p, Benjamin Root

UNLV Best Teaching Practices Expo

To increase student engagement, video materials can include interactive components.

Creative Student Engagement, Robyn Raschke

UNLV Best Teaching Practices Expo

Many students do not feel comfortable asking questions in front of the whole class and stay quiet during class.

Working Together To Cultivate Learning: Transcending Individual Differences And Inspiring Change, Regan A.R. Gurung

Center for Excellence in Teaching and Learning Workshops

In his keynote address to the faculty of Parkland College, Dr. Gurung provides a new way to think about learning, as a lifelong change that takes into account all types of students who are in the process of learning, and explicitly focuses on the diverse characteristics of the students, outlines the main factors influencing traditional and lifelong learning, and offers pragmatic methods to motivate learners. This document is the slide presentation of his address.

Engagement Across The Miles: Using Videoconferencing With Small Groups In Synchronous Distance Courses, Amy Piotrowski, Marla Robertson

Journal on Empowering Teaching Excellence

This article presents suggestions for conducting small group work in synchronous distance courses taught using Interactive Videoconferencing (IVC) systems. One challenge of teaching over an IVC system is getting students involved in class activities. The authors share how they have used a videoconferencing tool to break up IVC classes into small groups for discussion activities and get peer feedback on written work. These activities engage students in applying what they are learning and constructing knowledge through discussion with their peers.

The Apparition Of These Screens In The Crowd, Trey Conatser

Greater Faculties: A Review of Teaching and Learning

To unpack some of our assumptions about attention, learning, and technology in the classroom, CELT's Trey Conatser spoke with Dr. Yuha Jung and Dr. Rachel Shane of the Department of Arts Administration. Jung and Shane have worked with colleagues to integrate technologies into their teaching so that students are more likely to be on task. What follows is an informal exploration of what it means to pay attention and to learn in the context of the contested value of digital technologies.

Entitled Or Engaged?, Kate Collins

Greater Faculties: A Review of Teaching and Learning

Recent student activism on campus, particularly around safe spaces, trigger warnings, and microaggressions, has led to rising criticism lobbied against millennials as a generation unwilling to engage opposing beliefs or challenging discourse. Yet, taking into consideration all that young adults navigate to pursue higher education, their dissident presence on campus does more to reveal how they actively participate in the world, including their education.

Science Of Learning Network Of Schools: The Science Of Communities Of Practice, Andrew Jones, Frank Vetere

2009 - 2019 ACER Research Conferences

Frameworks referencing synthesised bodies of prominent research adorn education improvement policy like curiously named pieces of Ikea furniture—peculiar in their assemblage, ostensibly contemporary, and striking in their modular convenience. Amid this, most pundits still agree that we have an education advancement issue in this country. Despite significant increases in funding from successive federal and state governments, we simply haven’t been able to shift the needle. What we can ascertain is that compliance-based improvement approaches don’t work. They are unable to influence the cognitive maps, beliefs and understandings of the educator to the extent necessary to effectively improve outcomes for students …

Building Positive Student-Instructor Interactions: Engaging Students Through Caring Leadership In The Classroom, Oscar J. Solis, Windi D. Turner

Journal on Empowering Teaching Excellence

When instructing and managing classrooms in university settings, instructors face numerous challenges such as student disengagement and managing course expectations. In this article, we offer new and revised techniques and strategies to engage students through the art of caring leadership. We accomplish this through three defining characteristics: knowing students’ names, managing course expectations, and the use of technology. These intentional strategies create positive student-instructor interactions in both small and large classrooms which in turn enhances student learning and engagement.

Full Issue: Journal On Empowering Teaching Excellence, Volume 1, Issue 1

Journal on Empowering Teaching Excellence

For our inaugural issue, we reviewed the feedback from our 2016 ETE faculty conference—an event for USU faculty hosted every August on the USU main campus. We identified several of the presenters who received high marks in post-session surveys and invited them to submit a proceedings paper for their presentation. Many responded, and their papers now comprise the majority of this issue. Because most of the articles began as stand-up presentations for a conference, several adopt a first-person narrative style in which the authors share examples of things they have tried in their teaching that have worked. In the process …