Building Bridges to Student Engagement: Communicating Respect and Care for Students in Urban High Schools.

By D. Cothran, Catherine D. Ennis. 2000

189 citations recorded by the source corpus.

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Citations in the corpus

A phenomenographic investigation of teacher conceptions of student engagement in learning (2008, background): “Some educationists consider engaging disengaged pupils to be one of the biggest challenges facing educators, as between 25% (Willms, 2003) and over 66% (Cothran & Ennis, 2000) of students are considered to be disengaged.”
Examining the effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom: An action research study (2013, background): “Research suggested a meaningful relationship exists between teacher support and student academic engagement and performance (Akey, 2006; Birch & Ladd, 1997; Connell & Wellborn, 1991; Cothran & Ennis, 2000; Fredricks, 2011; Furrer & Skinner, 2003; Klem & Connell; 2004; Ryan & Patrick, 2001).”
Toward a Conception of Culturally Responsive Classroom Management (2004, background): “34); and Cothran and Ennis (2000) asserted that students are more likely to cooperate with teachers who are caring and respectful.”
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).”
Interpretations of the Meaning of Care (2002, background): “Students said they worked harder when they perceived that their teachers cared about them personally and academically (Cothran & Ennis, 2000; Dillon, 1989; Edmonds, 1992).”
Using qualitative methods to develop a survey measure of math and science engagement (2016, background): “A few studies have also examined teachers' perceptions of classroom misbehavior and disengagement (Cothrane & Ennis, 2000; Little, 2005; Ravet, 2007).”
‘When students have power’: student engagement, student voice, and the possibilities for school reform around ‘dropping out’ of school (2006, background): “As Cothran and Ennis (2000) note, in the USA ‘the number of disengaged students may exceed two thirds of the high school population’ (p.”
Improving Student Engagement (2011, background): “Willms, Friesen, and Milton (2009), in Transforming Classrooms through Social, Academic and Intellectual Engagement, suggest one factor of relationship building that stands above others: “the importance of a positive classroom disciplinary climate.”
Teacher Practice and Students' Sense of Belonging (2010, background): “Rejecting their responsibilities for motivation, the high school teachers in Cothran and Ennis (2000) defined their role as one of supplying valuable information to receptive students.”