Research seminar on student engagement
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The document summarizes a master's thesis that studied student engagement in the classroom. It defined engagement as having behavioral, cognitive, and emotional dimensions. It also discussed how engagement relates to self-regulation in learning. An empirical study in a Finnish elementary school English class examined how task characteristics like technology use and autonomy as well as teacher and peer interactions impacted student engagement. The study found that engagement was highest when tasks were meaningful, allowed some autonomy, and incorporated technology, but too much technology could distract. Teacher involvement differently affected students, and peer regulation had mixed results. The implications were that teachers need to support individual student needs to maintain engagement.
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Student engagement as a dynamic and multidimensional concept
This master's thesis examines student engagement as a multidimensional and dynamic concept. The study investigated how classroom context factors like task characteristics, teacher interactions, and peer interactions impacted primary school students' engagement. Data was collected through video observations, student diaries, and work from an English language classroom where iPads were introduced. Results showed that iPads increased engagement by making tasks more fun. Student engagement varied based on how much autonomy tasks provided and their personal meaningfulness. Different types of teacher interactions, like instructions or behavior regulation, also influenced engagement levels. Students mainly regulated each other through turn-taking and equipment coordination. The study contributes to understanding engagement sources but was limited by a small data set and time period.
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This document summarizes a study analyzing student engagement in an English language classroom where technology (iPads) were incorporated for one month. The researcher observed 11 fourth grade students across 6 lessons and analyzed engagement using on-task/off-task coding of video data. Key findings were that iPads increased fun and engagement but also were distracting. Student choice, task meaningfulness, and interactions with teachers and peers also impacted engagement levels. The study provided insights into factors influencing engagement in an authentic classroom context.
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In accordance with the stage-environment fit theory (e.g., Eccles & Gootman, 2002) and research on academic motivation and student engagement (Gottfried, Fleming, & Gottfried, 2001), we expected that secondary school students would show lower well-being compared to primary school students, due to considerable social, physical, cognitive, emotional changes associated with early adolescence as well as changes in environmental conditions. We also investigated the possible effects of gender and a migration background on student well-being.
The present study employed the data from the longitudinal research project “School Alienation in Switzerland and Luxembourg” (SASAL, 2015–2019). The sample included 406 primary school students (46.3% male; Mage t1 = 10.3 years [SD = .99]; t1: grade 4, t2: grade 5, t3: grade 6) and 403 secondary school students (44.3% male; Mage t1 = 13.0 years [SD = .54]; t1: grade 7, t2: grade 8, t3: grade 9) from the Swiss canton of Bern. Student well-being, including six distinct dimensions, was assesses with the 19-item student well-being questionnaire (Hascher, 2007).
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Shernoff, D.J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E.S. (2003). Student engagement in high school classrooms from the perspective of Flow Theory. School Psychology Quarterly, 18, (2), 158-176.
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- Teaching is a responsibility that requires teachers to reflect on improving education quality (Gonzales)
- Effective teaching depends on a teacher's understanding of students and the learning process (Bustos and Espiritu)
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Focus: content and pedagogical content knowledge
Active: inquiry-based and practice-based
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Classroom research
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Action research by an educator Geetika Saluja
WHY SHOULD AN EDUCATOR DO ACTION RESEARCH
Deals with our questions and our problems
Results in better understanding and improve educational practices.
Helps to build a stronger collegial relationships
Develop a greater understanding and appreciation of the ethics involved in education.
It gives new ways of viewing and approaching our educational questions.
Makes us a reflective practitioners.
AERA handout for roundtable session
Lakeshore School Division embarked on a process to radically change learning and teaching through deliberate system and teacher transformation. The process involved 5 phases from 2012-2014 to understand challenges, identify problems, imagine solutions, experiment with changes, and model new pedagogy. A research study found high participation in the change process and most felt it was successful. Key changes included updated physical learning spaces, increased technology integration and engagement, and altered instructional strategies. The process gave permission to try new approaches and provided opportunities to learn from failures.
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Research seminar on student engagement
- 1. Understanding student engagement as a multidimensional and dynamic concept Master's Thesis LET Master's Degree Program Aleksandra Lazareva
- 2. Defining engagement ● Emotions ● Interest ● Motivation ● Engagement (Fredricks, et al., 2004): – behavioral (participation, involvement) – cognitive (investment, thoughtfulness) – emotional (positive and negative reactions, willingness)
- 3. Engagement and self-regulation (Wolters & Taylor, 2012) ● How do students function at school? ● Different models sharing core elements ● Behavioral, cognitive, emotional aspects ● Mediating processes ● Their definitions often include concepts that are central to the other one ● Engagement results from the factors — self- regulation acknowledges the factors but focuses on the learner's efforts to manage own learning
- 4. Factors affecting student engagement ● Family, culture ● Educational context (Fredricks et al., 2004): – school-level factors – individual needs – classroom context factors ● Practical reason for studying engagement
- 5. Empirical study ● Focus on classroom context factors affecting student engagement: – task characteristics (the entertainment part of the task, autonomy support, meaningfulness + use of technology) – social interactions (teacher interference and peer regulation) ● Primary school in Northern Finland ● 11 4th grade students ● English language classroom ● 1 month intervention (6 lessons, 45 minutes each)
- 6. Data collection and analysis ● Video observations (each lesson) ● Learning diaries (each lesson) ● Students' products (one activity) ● On-task/off-task and phase-shift analysis: quantity and coherence of individual students' engagement — main descriptor ● Analysis of engagement from the point of view of the classroom context factors — establishing sources of engagement/disengagement
- 7. Some results: Task characteristics ● Use of technology increased students' situational interest in tasks → initiated engagement ● Technology started to be distracting if engagement was not supported by other task characteristics (e.g., challenging, meaningful) ● Meaningful tasks supporting autonomy resulted in higher engagement ● Autonomy has to be promoted explicitly by the teacher
- 8. Some results: Teacher interference ● Different types of teacher interference had different effects on student engagement – regulation of behavior – additional instructions – assistance ● Some students needed more attention from the teacher while others could coordinate their work themselves
- 9. Some results: Peer regulation ● Students had different success in regulating each other's engagement – turn-taking – use of support materials – drawing teacher's attention to help ● Emotional aspects
- 10. Practical implications ● Right combination of supports for individual students ● Individual students had different needs in teacher and peer support ● For some students it was easier to make connections to tasks (i.e., meaningfulness) and perceive autonomy than for others
- 11. References ● Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. doi:10.3102/00346543074001059 ● Wolters, C. A. & Taylor, D. J. (2012). A self-regulated learning perspective on student engagement. In S. L. Christenson, A. L. Reschly & C. Wylie (Eds.), Handbook of research on student engagement (pp. 635–651). New York: Springer.