Student Engagement in Instructional Activity: Patterns in the Elementary, Middle, and High School Years

By H. Marks. 2000

1,671 citations recorded by the source corpus.

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Citations in the corpus

Social effects of collaborative learning in primary schools (2010, background): “These include improvements in participants‟ conceptual grasp and application of skills (Gillies & Ashman, 2003; Howe & Tolmie, 1998; Johnson & Johnson, 1979), but also more positive social relations (Azmitia, 2000; Blatchford, Baines, RubieDavies, Bassett, & Chowne, 2006; Marks, 2000).”
Optimal Learning Environments to Promote Student Engagement (2013, background): “Furthermore, a very consistent fi nding among numerous studies is the tendency for academic engagement to steadily decline as students progress through the elementary, middle, and high school years (Eccles et al. 1998 ; Marks 2000 ; National Center for Education Statistics 2000 ; Stipek 2002 ).”
Student engagement in mathematics: Development of instrument and validation of construct (2003, methodology): “Marks (2000) also attempted to measure the relationship among student effort, attentiveness, boredom and completing class assignments.”
Increasing Student Voice in High School Reform (2009, background): “Alienation results in 25–70% of students being disengaged from high schools (Cothran and Ennis, 2000; Marks, 2000; Newmann et al., 1992; OECD, 2003; Steinberg et al., 1996).”
Measuring student engagement in technology-mediated learning: A review (2015, background): “Student engagement has been defined as investment or commitment (Marks, 2000; Newmann, 1992; Tinto, 1975), participation (Kuh, Kinzie, Buckley, Bridges, & Hayek, 2007), or effortful involvement in learning (Astin, 1984; Pekrun & Linnenbrink-Garcia, 2012; Reschly & Christenson, 2012; Terenzini, Pasca”
Reflections on the Implementation of Competence Based Curriculum in Tanzanian Secondary Schools. (2015, background): “This concurs with Marks’ (2000) observation that although student engagement with the intellectual work of school is important to students' achievement and to their social and cognitive development, studies have documented low levels of engagement, particularly in classroom situations. In addition, ”
The “Why’s” of Class Size: Student Behavior in Small Classes (2003, background): “The “Why’s” of Class Size Marks (2000) studied academic engagement among elementary, middle school, and high school students.”
Middle School Transition from the Strengths Perspective: Young Adolescents’ Character Strengths, Subjective Well-Being, and School Adjustment (2013, background): “The concept of school engagement refers to a student’s behavioral and psychological involvement in learning at school, and assumes that adolescents must do more than simply attend school to profit from schooling (Marks 2000).”
Adolescents’ Perceptions of School Environment, Engagement, and Academic Achievement in Middle School (2010, background): “Empirical studies, however, usually examine these dimensions separately or measure engagement on a single, unidimensional scale (e.g., Lee & Smith, 1995; Marks, 2000).”
Relationships matter: linking teacher support to student engagement and achievement. (2004, background): “Clifford, Crichlow, & Usinger, 1995; Marks, 2000; Finn & Rock, 1997; Ryan & Patrick,”
Relational matters: A review of the impact of school experience on mental health in early adolescence (2010, background): “and cognitive development, leading to sense of achievement and high self-esteem, but it is also fundamental to their well-being (Finn, 1993; Newmann, 1992; Marks, 2000).”