- Student engagement
Student engagement is increasingly seen as an indicator of successful
classroom instruction , and as a valued outcome ofschool reform . The phrase has been identified as "the latestbuzzword in education circles." [Kenny, G. Kenny, D. and Dumont, R. (1995) "Mission and Place: Strengthening Learning and Community Through Campus Design." Oryx/Greenwood. p. 37] Students are engaged when they are involved in their work, persist despite challenges and obstacles, and take visible delight in accomplishing their work. [Schlecty, P. (1994). "Increasing Student Engagement." Missouri Leadership Academy. p. 5.] Student engagement also refers to a "student's willingness, need, desire and compulsion to participate in, and be successful in, the learning process promoting higher level thinking for enduring understanding." [Bomia, L., Beluzo, L., Demeester, D., Elander, K., Johnson, M., & Sheldon, B. (1997). "The impact of teaching strategies on intrinsic motivation." Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. p. 294.]Definitions
Student engagement is frequently used to, "depict students' willingness to participate in routine school activities, such as attending class, submitting required work, and following teachers' directions in class." [Chapman, E. (2003) "Assessing student engagement rates," ERIC Clearinghouse on Assessment and Evaluation. ERIC identifier: ED482269.] However, the term is also increasingly used to describe meaningful student involvement throughout the learning environment, including students participating
curriculum design,classroom management and school building climate. [Fletcher, A. (2005) " [http://www.soundout.org/MSIGuide.pdf Guide to Students as Partners in School Change.] " Olympia, WA: SoundOut. Retrieved 2/20/08.]In a number of studies student engagement has been identified as a desirable trait in schools; however, there is little consensus among students and educators as to how to define it. [Farmer-Dougan, Farmer-Dougan and McKinney, K. (nd) [http://www.teachtech.ilstu.edu/resources/teachTopics/examEngage.php "Examining Student Engagement at Illinois State University: An Exploratory Investigation."] Center for Teaching and Learning with Technology. Retrieved 7/2/07.] A number of studies have shown that student engagement overlaps with, but is not the same as, student
motivation . [Sharan, S. Shachar, H. and Levine, T. (1999) "The Innovative School: organization and instruction. Praeger/Greenwood. p. 85."]Definitions usually include a psychological and behavioral component. Student engagement is used to discuss students' attitudes towards school, while student "dis"engagement identifies withdrawing from school in any significant way. [Willms, J.D. (2003) "Student Engagement at School: a sense of belonging and participation: Results from PISA 2000." Organisation for Economic Co-operation and Development. p. i.]
Requirements
Student engagement requires teachers actively seek create the conditions that foster this reaction. The first step to whole-school improvement in the area of student engagement is for the entire building faculty to share a definition of student engagement. [Berardi, L. and Gerschick, T. (nd) [http://www.teachtech.ilstu.edu/additional/tips/facEngage.php "University Faculty Members' Perceptions of Student Engagement: An Interview Study.] Center for Teaching, Learning and Technology. Retrieved 7/2/07.] Other steps include clear articulation of learning criteria with clear, immediate, and constructive feedback; show students the skills they need to be successful are within their grasp by clearly and systematically demonstrating these skills, and; demonstrate engagement in learning as a valuable aspect of their personalities. [Strong, R. Silver, H. and Robinson, A. (1995) "What do students want (and what really motivates them)?" "Educational Leadership." September. p. 25.]
Relationships between students and adults in schools, and among students themselves, are a critical factor of student engagement. This is especially true among students considered to be at-risk and without other positive adult interaction. [McCombs, B.L., & Pope, J.E. (1994). "Motivating hard to reach students." Washington, DC: American Psychological Association.] There are several strategies for developing these relationships, including acknowledging
student voice , increasingintergenerational equity and sustainingyouth-adult partnerships throughout the learning environment. [Fletcher, A. (2005) [http://www.soundout.org/MSIStories.pdf Stories of meaningful student involvement.] Olympia, WA: CommonAction. p. 19.] There have been multiple formats identified for this type of engagement. [Schunk, D. and Meece, J. (1992) "Student Perceptions in the Classroom." Lawrence Erlbaum Associates. p. 27.]The
National Survey of Student Engagement identifies dozens of everyday indicators of student engagement throughout colleges and universities. [(nd) [http://www.longwood.edu/assessment/Survey/Freshman/NSSE_Definitions.htm Definitions] . Longwood University. Retrieved 7/2/07.]Indicators
The term "student engagement" has been used to depict students' willingness to participate in routine school activities, such as attending classes, submitting required work, and following teachers' directions in class. [Chapman, E. (2003). [http://PAREonline.net/getvn.asp?v=8&n=13 "Alternative approaches to assessing student engagement rates."] "Practical Assessment, Research & Evaluation, 8"(13). Retrieved 7/2/07.] That includes participating in the activities offered as part of the school program [Natriello, G. (1984). "Problems in the evaluation of students and student disengagement from secondary schools." "Journal of Research and Development in Education, 17" p. 14.] and student participation in school reform activities [Fletcher, A. (2005) [http://www.soundout.org/MSIGuide.pdf Meaningful student involvement: Guide to students as partners in school change.] Olympia, WA: CommonAction. p. 4.] .
[Students] who are engaged show sustained behavioral involvement in learning activities accompanied by a positive emotional tone. They select tasks at the border of their competencies, initiate action when given the opportunity, and exert intense effort and concentration in the implementation of learning tasks; they show generally positive emotions during ongoing action, including enthusiasm, optimism, curiosity, and interest. [Skinner, E.A., & Belmont, M.J. (1993). "Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year." "Journal of Educational Psychology, 85"(4). p. 572.]
Another study identified five indicators for student engagement in college. They included the level of
academic challenge, active andcollaborative learning , student-faculty interaction, enriching education experiences and a supportive learning environment. [Kenny, G. Kenny, D. and Dumont, R. (1995) p. 37]Indicators of the absence of student engagement include unexcused absences from classes, cheating on tests, and damaging school property. [Chapman, E. (2003).]
The opposite of engagement is disaffection. Disaffected [students] are passive, do not try hard, and give up easily in the face of challenges... [they can] be bored, depressed,anxious, or even angry about their presence in the classroom; they can be withdrawnfrom learning opportunities or even rebellious towards teachers and classmates. [Skinner, E.A., & Belmont, M.J. (1993).]
Measuring student engagement
Assessing student engagement is seen as an essential step towards a school becoming a successful proponent. [(2005) [http://www.utc.edu/news/qep.php "UTC working to enhance student engagement"] . University of Tennessee - Chattanooga. Retrieved 7/2/07.] Critical educators have raised concerns that definitions and assessments of student engagement are often exclusive to the values represented by dominant groups within the learning environment where the analysis is conducted. [Hurtado, S. (1999) "Reaffirming Educators Judgment: Educational Value of Diversity." "Liberal Education", Spring, p. 28]
There are several methods to measure student engagement. They include self-reporting, such as surveys, questionnaires, checklists and rating scales. Researchers also use direct observations, work sample analyses, and focused case studies. [Chapman, E. (2003).]
ee also
*
Education theory
*Youth engagement References
External links
* [http://www.soundout.org/bibliography.html Student engagement library] .
* [http://www.ulster.ac.uk/napse Workshop: Novel Approaches to Promoting Student Engagement (NAPSE)] .
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