Youth engagement in high schools: Developing a multidimensional, critical approach to improving engagement for all students
By Susan Yonezawa, Makeba Jones, Francine Joselowsky. 2009
134 citations recorded by the source corpus.
What keeps students interested and engaged in school? Unfortunately, in today’s climate of increased rigor in classrooms, we are simultaneously losing sight of the need to provide students with an education that is both challenging and stimulating. In this paper, we discuss youth disengagement and offer suggestions to improve our overall knowledge of academic engagement issues. We discuss the historical concept of engagement, more specifically, its shift from a uni-dimensional to multidimensional concept, and suggest that research concentrate on better understanding the interplay among setting and identity when examining issues of youth engagement in schools. Fundamentally, we strongly assert that engagement research needs to adopt a more critical stance that provides students with opportunities to examine and to critique the educational system in which they participate (or sometimes refuse to participate). Only when students see the purpose of engaging in schools, as students and agents of change, will engagement and students’ academics and lives improve.
Subfields: Education, Safety Research
View Paper: https://www.semanticscholar.org/paper/c399b9a07e9ce77073a194ff15727704b249cf82
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Citations in the corpus
- Understanding student behavioral engagement: Importance of student interaction with peers and teachers (2018, background): “When observations are used, students’ behavioral engagement is often operationalized as engaged or not engaged (Fredricks et al., 2004; Sinatra et al., 2015; Yonezawa et al., 2009).”
- Eliciting Engagement in the High School Classroom (2014, background): “Accordingly, recent qualitative research has begun to emphasize the link between identity development and engagement for adolescents (Lannegrand-Willems & Bosma, 2006; Yonezawa et al., 2009).”