Promoting student engagement in science: Interaction rituals and the pursuit of a community of practice
By Stacy Olitsky. 2007
152 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/39fa6677de8fd770e107ef9441cdef5dd64eeda7
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Doug Lombardi
- Lama Z. Jaber
- Tracey Otieno
- Catherine Milne
- Suna Ryu
- David M. Hammer
- Shaljan Areepattamannil
- Marilyn Fleer
In Education
- Doug Lombardi
- Lama Z. Jaber
- Tracey Otieno
- Catherine Milne
- Suna Ryu
- David M. Hammer
- Shaljan Areepattamannil
- Marilyn Fleer
Citations in the corpus
- Coding Classroom Interactions for Collective and Individual Engagement (2015, background): “One of the challenges in engagement research is that sociocultural influences are considered to be a broader factor that merely suggests correlation with the characteristics of engagement (Gresalfi, 2009; Lawson & Lawson, 2013; Olitsky, 2007; Olitsky & Milne, 2012; Rogoff, 2003).”
- Understanding engagement: Science demonstrations and emotional energy (2007, background): “…research to examine the relationship between synchronous and asynchronous interactions involving a female teacher and two female students and learning (Smardon, 2004) and the types of classroom structures associated with specific types of interactions and student engagement (Olitsky, 2007).”
- Understanding the Dialectical Relations Between Everyday Concepts and Scientific Concepts Within Play-Based Programs (2009, background): “Other science education studies have drawn upon contemporary aspects of cultural–historical theory, such as scaffolding (see Bouillion and Gomez 2001; Clark and Sampson 2007; Davis and Linn 2000; Reigosa and Jimenez-Aleixandre 2007; Rigano et al. 2002), communities of practice (see Eick and Dias 200”
- Understanding the Induction of a Science Teacher: The Interaction of Identity and Context (2013, unknown): “The cultural context of the school mediates a teacher’s identity development (Leuhmann, 2007) and identity, in turn, shapes a teacher’s practices (Olitsky (2007a, 2007b).”
- Engaging in Science: A Feeling for the Discipline (2016, background): “Again for contrast, we note that there are many accounts in the literature concerned with matters of affect that are not necessarily epistemic (Bettencourt, Gillett, Gall, & Hull, 1983; dos Santos & Mortimer, 2003; Milne & Otieno, 2007; Olitsky, 2007; Roth, Ritchie, Hudson, Mergard, 2011).”
- Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar (2012, background): “Student-centered interactions are the sine qua non of inquiry-based science teaching and learning (Mercer, Dawes, Wegerif, & Sams, 2004; Olitsky, 2007; Stamovlasis, Dimos, & Tsaparlis, 2006).”