Our team utilized mixed methods to address the research questions and to investigate students&#x2019; engagement with their school experiences at Cal Burke.\n\nBecause the concept of student engagement is multi-dimensional in nature, and reality is based upon perceptions that are different for each person and change over time, our team felt that through the surveys, and especially the student interviews would give us an understanding of critical perspectives and the current life experiences of these students to give them meaning\n
Themes emerged from the data as an inductive process. As the data were collected and analyzed, our team interacted, discussed, wrestled with, compared and contrasted our ideas, perspectives until were were satisfied that the themes were &#x201C;exhausted.&#x201D; We kept on moving backwards and forwards between transcripts, notes, coding book/tree, the research literature...an interactive and lively process. What does this all mean??\n
The coding book is an example of our attempt to categorize, code, sort/manipulate descriptive data. \n\nDuring the data collection process we continually examined the collected data from the surveys, interview questions and review of the School Experience Survey to discuss patterns and relationships between categories. \n\n\n
In addition the coding process provided our team with the opportunity to really talk about themes and then mark similar passages in our interview\ntranscriptions to be retrieved at a later stage for comparison and analysis. \n\n\n
Cal Burke ARP
Cal Burke Continuation HighAction Research Project: Should I Stay or Should I Go?Perspectives from Continuation High School Students
✤ The continuation high school setting is perhaps the last chance many high school students, who are not successful in comprehensive high schools, have to graduate from high school and accessing opportunities for post-secondary vocational or higher education experiences.
Problem of Practice Studies of high school dropouts may paint an inaccurate picture of continuation school students. By exploring the voices of Cal Burke Continuation High School students, we can inform stakeholders about student engagement.
Project Focus: Based on Literature Review✤ Student engagement at Cal Burke Continuation High School is examined using the conceptual framework from the Fredricks, Blumenfeld and Paris (2004) study on student engagement: ✤ Cognitive ✤ Behavioral ✤ Emotional✤
Research QuestionWhat are Cal Burke students’ perceptions about theirengagement in school?Sub Questions:How are Cal Burke students cognitively engaged in their school experiences?How are Cal Burke students behaviorally engaged in their school experiences?How are Cal Burke students emotionally engaged in their school experiences?
Methodology✤ Mixed-Method study that triangulated two quantitative surveys with qualitative student interviews.✤ 20 question qualitative survey adapted from the Fredricks study✤ 20 interview questions adapted from the Fredricks study✤ Document review of LAUSD 2009-2010 School Experience Survey for Cal Burke
Themes emerged from data...Emotional: Perception of students by others, lack of personalization, familyBehavioral: Instructional, Teacher support, Cal Burke EnvironmentCognitive: Learning Environment, Personalization, Prior School Environment
These responses suggest a high degree of cognitive, behavioral and emotionalengagement among Cal Burke students. Particularly in the Emotional category,this tells us that if students feel cared for, they will engage in academic work.These high levels of engagement were repeated in qualitative interviews.Students reported teachers taking a personal interests in students, providingadditional personalization of the learning environment by creating a secure andaccepting classroom and campus environment, and building respectfulrelationships between teachers and students.
Student Voices✤ “this school is way better than other schools, ‘cause they like keep you on check... at other schools its the teachers versus students all the time” “unlike here where the students are always being helped and looked out for by the teachers”✤ “they actually teach you, and they don’t let you do whatever you want. They actually get on your case and know what they’re doing”. “I actually feel better here, I’m confident that I would actually graduate and over there I was always worried that I wasn’t gonna reach enough credits”✤ I like the connection they [the teachers] share with the students. It makes the students feel like they – you know, they really are important to the teachers, the students. So I think that helps in talking to them more and asking them for help. And when you do ask for help, they go into very specific detail with what you have to do. And they push you along. That’s what I like about the teachers here.
Conclusions✤ Cal Burke is able to engage students emotionally, behaviorally and cognitively.✤ Cal Burke students perform academically when their emotional needs have been met.✤ Further study is needed to investigate whether Cal Burke student accountability system can be replicated.✤ Emotional engagement is key to success at Cal Burke.
Recommendations1. Emotional engagement is foundational to student success.2. If teachers and administrators create environments where students feelcared for they will engage in academic work.3. Respectful relationships between adults and students createpersonalized learning environments create safe, secure places wherestudents can thrive.