Secondary Teachers' Conceptions of Student Engagement: Engagement in Learning or in Schooling?.

By Lois R. Harris. 2011

111 citations recorded by the source corpus.

Abstract Teacher actions can influence how students engage at school, making it relevant to understand their conceptions of student engagement and how to facilitate it. Reviews of existing literature suggested that a distinction between engagement in schooling and engagement in learning might help differentiate between social and academic outcomes. Data from a phenomenographic study of 20 Australian teachers were analysed to show how teacher thinking related to this distinction. While some teachers held complex conceptions centred on promoting cognitive engagement and student learning, others aligned with engagement in schooling, focusing on generating participation and emphasising positive student affective experiences.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/632b6e9f7d15d646e4b01a55ce62b6c7346a861b

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In Education

Citations in the corpus

Using qualitative methods to develop a survey measure of math and science engagement (2016, background): “In these studies, teachers tend to focus on the behavioral and emotional indicators of engagement in relation to classroom management, as opposed to cognitive indicators that are associated with student learning (Harris, 2011).”
Self-Determination and Classroom Engagement of EFL Learners: A Mixed-Methods Study of the Self-System Model of Motivational Development (2019, background): “Yet, several researchers (Fredricks et al., 2016; Harris, 2011; Zyngier, 2008) have called for welldesigned qualitative studies investigating classroom engagement.”