Optimal learning environments to promote student engagement:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York [u.a.]
Springer
2013
|
| Schriftenreihe: | Advancing responsible adolescent development
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | XVII, 368 S. graph. Darst. |
| ISBN: | 9781461470885 |
Internformat
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Datensatz im Suchindex
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|---|---|
| adam_text | Advancing Responsible Adolescent Development
Series Editor: Roger J.R. Levesque, Indiana University,
Bloomington,
IN, USA
David J. Shernoff
Optimal Learning Environments to Promote Student Engagement
Optimal Learning Environments to Promote Student Engagement analyzes the psy¬
chological, social, and academic phenomena comprising engagement, framing it as
critical to learning and development. Drawing on positive psychology, flow studies,
and theories of motivation, the book conceptualizes engagement as a learning expe¬
rience, explaining how it occurs (or not) and how schools can adapt to maximize it
among adolescents. The book identifies key innovations including community-school
partnerships, technology-supported learning, and the potential for engaging learning
opportunities during an expanded school day.
Among the topics covered are engagement as a primary framework for understanding
educational and motivational outcomes; measuring the malleability, complexity, mul-
tidimensionaltty, and sources of engagement; the relationship between engagement
and achievement; supporting and challenging: the instructor s role in promoting en¬
gagement; engagement within and beyond core academic subjects; and technological
innovations on the engagement horizon. Optimal Learning Environments to Promote
Student Engagement is an essential resource for researchers, professionals, and gradu¬
ate students in child and school psychology, social work, educational psychology,
positive psychology, family studies, and teaching/teacher education.
Contents
1
Introduction
:
Towards Optimal Learning
Environments in Schools
....................................................................... 1
Introduction
............................................................................................... 1
Disengagement: How Pervasive Is It?
...................................................... 3
The Status Quo of Schooling
.................................................................... 5
The Historical Axiom for Understanding Engagement
............................ 7
Why Are Students So Disengaged Today?
............................................... 9
The Primacy of Engagement
..................................................................... 10
Definition of Engagement
......................................................................... 12
Optimal Learning Environments from the Perspective
of Overlapping Fields
........................................................................... 12
Positive Psychology and School Engagement
.......................................... 14
Positive Youth Development and School Engagement
............................. 16
Towards Optimal Learning Environments:
Is Meaningful Change for Schools Possible (This Time)?
................... 17
The Organization of This Book
................................................................ 18
References
................................................................................................. 20
2
Aims of Education Revisited (Einstein s
E
=MC2
of Education)
....... 25
Introduction
............................................................................................... 25
Einstein s Proposed Aim of Education (or His E
= MC2
of Education )
........................................................................................... 27
The Inversion and Restoration of Einstein s Aim
..................................... 30
Einstein s Theory of Motivation
............................................................ 32
Equipping the Will
.................................................................................... 33
Constmctivist Principles of Learning (and the Lack
of Implementation)
.................................................................................... 37
Coming to Grips with the Research-Practice Divide
............................... 38
Axioms from the Perspective of Social Psychology,
Xl
Contents
Sociology, and Evolution
.......................................................................... 40
Conclusion
................................................................................................ 42
References
........................................................................................................... 43
The Nature of Engagement in Schools
................................................. 47
Introduction
............................................................................................... 47
Engagement as a Complex Meta-constract
............................................... 49
Engagement as a Primary Framework
for Understanding Motivational Outcomes
.......................................... 50
Theories of Motivation and How They Pertain to Youth Engagement
..... 53
Attribution Theory
................................................................................ 53
Intrinsic Motivation
.............................................................................. 54
Self-Determination Theory
................................................................... 55
The Overjustification Hypothesis
......................................................... 57
Expectancy-Value Theory
..................................................................... 57
Self-Regulated Learning
....................................................................... 58
Goals Theory
......................................................................................... 59
Personal Theories of Intelligence
...................................................... 60
The Theory of Flow as Foundational to a Sturdy
Conception of Engagement
................................................................... 61
Controlling Consciousness
........................................................................ 62
The Conditions and Experience of Flow
.................................................. 63
Concentration
........................................................................................ 64
Interest
................................................................................................... 65
Enjoyment
............................................................................................. 67
Meaningful Engagement: The Combination
of Play-Like and Work-Like Engagement
............................................ 68
Conclusion
................................................................................................ 68
References
................................................................................................. 69
Measuring Student Engagement in High School Classrooms
and What We Have Learned
................................................................. 77
Introduction
............................................................................................... 77
Types of Engagement Measures
............................................................... 77
Behavioral Measures
............................................................................. 78
Emotional or Affective Measures
......................................................... 78
Cognitive Measures
.............................................................................. 79
Measuring the Malleability, Complexity,
Multidimensionality, and Sources of Engagement
............................... 80
Researching Engagement with the Experience
Sampling Method (ESM)
...................................................................... 81
Engagement in US Public Schools
........................................................... 82
Phenornenological and Instructional Factors
Improving Student Engagement
........................................................... 84
Phenomenological and Perceptual Factors
........................................... 85
ContetltS
xjjj
Classroom Activity and Instructional Method
...................................... 89
School Subject
...................................................................................... 91
Conclusion: Towards a Conceptual Model of Student Engagement
......... 92
References
................................................................................................. 92
5
Engagement as an Individual Trait and Its Relationship
to Achievement
....................................................................................... 97
Introduction
............................................................................................... 97
Race, Socioeconomic Status, and the
Engagement-Achievement Paradox
.................................................. 98
Building a 3-Level Model of Multiple Influences on Engagement
.......... 102
The Relationship Between Engagement and Achievement
...................... 105
The Influence of Ability and Achievement Orientations
on Engagement
...................................................................................... 108
Individualistic Values and Weil-Being
...................................................... 109
Schooling in a Culture of Competition
.....................................................
Ill
Is All Competition Bad for Engagement?
................................................. 115
The Social Reproduction of Class Advantage as the Context
for Schooling
......................................................................................... 116
Hope or Despair: Reaching Versus Failing to Reach
Individual Students
............................................................................... 118
Conclusion
................................................................................................ 120
References
................................................................................................. 120
6
Connecting to The How of Classroom Engagement:
Instruction and Optimal Learning Environments
.............................. 127
Introduction
............................................................................................... 127
Teaching, Learning, and the Learning Environment
................................. 127
The Instructor s Role in Promoting Engagement: Supporting
and Challenging
.................................................................................... 129
Approaching Students as Individuals Comprising
a Learning Community
......................................................................... 133
Instructional Practices Promoting Engagement
in Public School Classrooms
................................................................ 134
Positive Influences on Classroom Engagement:
Towards Creating Optimal Learning Environments
............................. 135
Illustrative Scenarios
............................................................................. 139
The Mediating Role of Other Perceptual Factors
..................................... 140
The Interrelationship Among ESM and Observed
Measures of Engagement
...................................................................... 141
Negative Influences on Classroom Engagement
....................................... 143
Overall Impressions
.................................................................................. 145
Conclusion
................................................................................................ 146
References
................................................................................................. 146
xiv Contents
7
Connecting to The Who : The Primacy
of Supportive Relationships
.................................................................. 151
Introduction
............................................................................................... 151
The Primacy of Interpersonal Relationships
in Adolescent Development
.................................................................. 152
Teacher Support
........................................................................................ 152
Mentoring Relationships
........................................................................... 154
Parental Relationships
............................................................................... 156
Relationships with Peers
........................................................................... 156
The Problem: Human Relationships Not Yet at the Center
...................... 157
The Importance of Classroom Climate
..................................................... 157
Linking the Learning Environment with Students
Subjective Experiences While in Class
................................................. 158
Observing and Studying the Learning Environment
................................ 159
The Results
................................................................................................ 161
Environmental Complexity and Optimal Learning Environments
........... 163
Conclusion
................................................................................................ 165
Appendix
................................................................................................... 165
References
................................................................................................. 168
8
Connecting to The What : Engaging Approaches
to Traditional Subject Matter
............................................................... 175
Introduction
............................................................................................... 175
Engaging in What?
.................................................................................... 176
A Five-Stage Developmental Philosophy of Engagement
with Learning
........................................................................................ 178
Engaging Approaches in Core Academic Subjects
................................... 182
History
................................................................................................... 182
Social Studies
........................................................................................ 186
English
.................................................................................................. 189
Science
.................................................................................................. 195
Math
...................................................................................................... 200
Conclusion
................................................................................................ 203
References
................................................................................................. 204
9
Engagement Beyond the Core Academic Subjects
.............................. 207
Introduction
............................................................................................... 207
Art
............................................................................................................. 207
Vocational Education
................................................................................ 208
Curricula in Social and Emotional Well-Being
......................................... 211
Conclusion
................................................................................................ 216
References
............................................................................................... 216
Contents xv
10 Models
of Engaging
Prívate
Schools and the Case
of Montessori Schools
............................................................................ 219
Introduction
............................................................................................... 219
Compelling Insights and Philosophy of Dr. Maria Montessori
................ 220
Montessori in Practice
............................................................................... 224
Montessori in Adolescence: The Emergence
of Montessori Middle and High Schools
.............................................. 228
Studies of Engagement in Montessori Middle Schools
............................ 231
Eagle Rock School in
Estes
Park, Colorado
............................................. 234
American Sports Institute s PASS Program
and Planned Arete School
..................................................................... 239
Conclusion
................................................................................................ 242
References
................................................................................................. 244
11
Alternative Public School Models
......................................................... 247
Introduction
............................................................................................... 247
Murray High School in Charlottesville, Virginia
...................................... 248
Visiting Murray High School
................................................................ 249
Evidence of Engagement
...................................................................... 254
Nova High School in Seattle, Washington
................................................ 258
Mango High School (a Pseudonym) in Australia
..................................... 260
Conclusion
................................................................................................ 262
References
................................................................................................. 263
12
Learning from Research on Youth Engagement
During Out-of-School Time
................................................................... 267
Introduction
............................................................................................... 267
Research on Out-of-School Time
.............................................................. 268
Investigating Engagement During Out-of-School Time
........................... 271
The Studies
............................................................................................ 271
Engagement in After-School Programs Versus Elsewhere
After School
...................................................................................... 272
Does Engagement Mediate Improved Social Competence
and Academic Performance?
................................................................. 275
Emphasizing Engagement in After-School Programs
............................... 276
Engaging Youth in Community Service
.................................................... 277
Fostering Civic Engagement
..................................................................... 280
Focusing on Quality in After-School Programs: What Is It?
.................... 281
Conclusion
................................................................................................ 283
References
................................................................................................. 284
xvj
Contents
13
Model After-School Programs
.............................................................. 291
Introduction
............................................................................................... 291
PeaceJam
................................................................................................... 291
Visiting PeaceJam
................................................................................. 293
Research on PeaceJam
.......................................................................... 294
The Young Women Leaders Program (YWLP)
at the University of Virginia
.................................................................. 294
Visiting YWLP
...................................................................................... 295
Research on YWLP
............................................................................... 297
The Center for Family Life s Lifelines Community Art Project
in Sunset Park, Brooklyn
...................................................................... 298
Visiting Lifelines
................................................................................... 299
Research on the Lifelines Program
....................................................... 300
Project Exploration
................................................................................... 300
Visiting Project Exploration
.................................................................. 301
Research on Project Exploration
........................................................... 306
Lessons from After-School Programs
....................................................... 307
Implications: Towards a Model of Expanded Learning Time
and Opportunities
.................................................................................. 308
Finding Flow in Integrated After-School Programs
.................................. 309
High Quality After-School Programs as Models
of Developmental Intentionality
........................................................... 310
Conclusion
................................................................................................ 311
References
................................................................................................. 313
14
Technological
Innovations on
the Horizon
.......................................... 315
Introduction
............................................................................................... 315
Online Learning
........................................................................................ 316
Audience Response Systems (ARSs)
........................................................ 318
Research Findings on ARSs and Their Effect on Engagement
and Learning
..................................................................................... 320
Educational Video Games
......................................................................... 323
Engaging Students in Engineering Education
with an Educational Video Game
...................................................... 324
Other Examples of Learning Through
Technology-Supported Instruction
........................................................ 327
TheAquaRoom
..................................................................................... 327
Globaloria: Program or Be Programmed
........................................... 329
Conclusion
................................................................................................ 330
References
................................................................................................. 332
15
Re-engineering the Schools of Tomorrow:
Towards Community Sponsorship
....................................................... 335
Introduction
............................................................................................... 335
Our Present Educational Culture of Individual Achievement
................... 336
The Future of Traditional Schooling: Change or Become Obsolete
......... 337
Contents xvii
Towards
Optimal
Learning
Environments:
Individualization
and Environmental Complexity................................
338
Fostering Youth Engagement: From Relationships
to Community
....................................................................................... 341
Schools of Tomorrow
................................................................................ 343
Reconfiguring the Time and Space of Schooling
...................................... 345
Engagement in School as a Function of Community Partnerships
........... 348
Implications for School Reform and Future Educational Research
.......... 351
Towards Engagement, Flow, and Well-Being in Education
..................... 353
References
................................................................................................. 354
About the Author
........................................................................................... 357
Index
................................................................................................................ 359
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| title | Optimal learning environments to promote student engagement |
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