Deep Engagement as a Complex System: Identity, Learning Power and Authentic Enquiry

By R. Deakin Crick. 2012

93 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/9829b77e90f197a8f7c74674bb943a7c08db7039

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In Education

In Human Factors and Ergonomics

In Political Science and International Relations

Citations in the corpus

Coding Classroom Interactions for Collective and Individual Engagement (2015, background): “Analyses of engagement from sociocultural perspectives are increasing in number (Crick, 2012; Dockter, Haug, & Lewis, 2010; Gonz alez, Moll, & Amanti, 2013; Lawson & Lawson, 2013; Rumberger & Rotermund, 2012) as sociocultural views on learning become more appreciated (Barab & Plucker, 2002;…”
New Conceptual Frameworks for Student Engagement Research, Policy, and Practice (2013, background): “Students’ experiences of cultural congruence are important for engagement research because studies are increasingly conceptualizing engagement as an important component of students’ positive identity constructions (Bingham & Okagaki, 2012; Crick, 2012; Eccles & Wang, 2012; Oyersman et al., 2011).”
Studying Triggers for Interest and Engagement Using Observational Methods (2015, background): “Interventions designed to support engagement assign a central role to self-reflection and the need for the learner/ worker to assume responsibility for himself or herself (e.g., Christenson & Reschly, 2010; Crick, 2012; Skinner & Pitzer, 2012).”
Developing Resilient Agency in Learning: The Internal Structure of Learning Power (2015, background): “Distinctive patterns of learning power profiles were demonstrated in underachieving students (Ren, 2010; Ren and Deakin Crick, 2013), in young people with prosocial values (Arthur et al., 2006) and antisocial values (Deakin Crick et al., 2014).”
Teacher Beliefs and Technology Integration. (2013, background): “This is critical in the 21st century when it is expected that “the teacher is a facilitator or coach for learning rather than a purveyor of expert knowledge” (Deakin Crick, 2012, p. 175).”
Students’ engagement profiles in mathematics according to learning environment dimensions: Developing an evidence base for best practice in mathematics education (2017, background): “In contrast, controlling environments can be alienating (Pope, 2003), presumably because they foster passive types of engagement (Lawson & Lawson, 2013), also described as ‘compliance oriented’ (Crick, 2012).”