Alienation and engagement: development of an alternative theoretical framework for understanding student learning

By Jennifer Case *. 2008

149 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1be78da45bf229fc26b960e200fe8ce5035d4190

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Citations in the corpus

Alienation and engagement: exploring students’ experiences of studying engineering (2007, background): “A conceptual analysis of this theoretical perspective has been presented elsewhere (Case, in press ), and the background literature will therefore be considered only briefly in the present paper.”
Exploring the Fit between Doctoral Students' and Supervisors' Perceptions of Resources and Challenges vis-à-vis the Doctoral Journey (2012, background): “Supervision has, for example, been shown to contribute to degree completion, doctoral student well-being and satisfaction, as well as meaningful learning (Case, 2008; Haworth & Bair, 2000; Meyer, Shanahan, & Laugksch, 2005) Moreover, Hoskins and Goldberg (2005) reported that positive relationships w”
Conceptualising and Measuring Student Disengagement in Higher Education: A Synthesis of the Literature (2017, background): “Case’s theoretical framework on alienation and engagement (Case JM., 2008) developed Mann’s work and proposed a new and useful addition to perspectives in student disengagement research.”
Factors that influence early school leaving: a comprehensive model (2019, background): “For instance, the theory of Battin-Pearson (2000) focuses on nonacademic issues (individual, family or sociocultural aspects), whereas the theory of alienation focuses on academic aspects to explain the process of disengagement (Case 2008; Kim and Kim 2016; Mann 2001; McInerney 2009; Türk 2014).”
Literature review on the use of action research in higher education (2017, background): “The literature suggests that such a context, combined with two-way engagement, can reduce the alienation of students and help to encourage deeper learning (Bates 2011; Bryson and Hand 2007; Case 2008; Clynes 2009; Cook-Sather 2014; Hughes 2011; Mann 2001).”
Pathways to engagement: a longitudinal study of the first-year student experience in the educational interface (2019, background): “As Case (2013) notes, research in education often privileges either structure or agency,”