Best practices in fostering student engagement

By S. Christenson, Amy L. Reschly, James J. Appleton, S. Berman, D. Spanjers, P. Varro. 2008

199 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f697ae46623bd4b4fba5aa4429440d0f68e36b31

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Citations in the corpus

Enhancing Students’ Engagement (2014, background): “Nevertheless, the National Research Council and Institute of Medicine (2004), experts in student engagement (Christenson et al., 2008), and researchers who have studied effective teaching (e.g., Hamre et al., 2013; Roehrig et al., 2012) all agree that certain practices are more likely to support…”
Promoting Student Engagement in the Classroom (2014, background): “The list is not intended to be exhaustive, but rather to highlight examples of practices that are both specific and validated by research to be effective (for a comprehensive treatment, see Christenson et al., 2008).”
Academic Engagement: An Overview of Its Definitions, Dimensions, and Major Conceptualisations (2016, background): “Christenson et al. (2008), in turn, have outlined a general definition of the notion, involving aspects mentioned in the earlier definitions and emphasising students’ participation, commitment, investment, and identification with schooling and school-related activities.”
Reexamining Gifted Underachievement and Dropout Through the Lens of Student Engagement (2013, methodology): “…a distinction between behavioral and academic engagement, partitioning indicators such as time on-task, completion of homework, and credit hours into the category of academic engagement (Appleton et al., 2006; Christenson & Anderson, 2002; Christenson et al., 2008; Reschly & Christenson, 2006a).”
Reading and School Completion: Critical Connections and Matthew Effects (2010, background): “, climate, goal structure, teacher–student relationships)—influence students’ academic, behavioral, cognitive, and psychological engagement at school and with learning, which in turn is related to important academic, social, and emotional outcomes (Appleton et al., 2006; Christenson et al., 2008).”
A Critical Review of the Literature on School Dropout (2013, background): “…parental education, income, property ownership and place of residence, home language), creating the impression that early school leaving is in part a natural process – literally “attrition” – largely impervious to change efforts (e.g. Finn, 1989; Appleton et al., 2008; Christenson et al., 2008).”