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All better than being disengaged
Student participation and cognitive and emotional engagement in learning activities play a key role in student academic achievement and are driven by student motivational characteristics such as academic self-concept. These relations have been well established with variable-centered analyses, but in this study, a person-centered analysis was applied to describe how the different aspects of student engagement are combined within individual students. Specifically, we investigated how the number of hand-raisings interacts with student cognitive and emotional engagement in various engagement patterns. Additionally, it was analyzed how these engagement patterns relate to academic self-concept as an antecedent and achievement as an outcome. In an empirical study, high school students (N = 397) from 20 eighth-grade classrooms were surveyed and videotaped during one mathematics school lesson. The design included a pre-and post-test, with the videotaping occurring in between. Five within-student engagement patterns were identified by latent profile analysis: disengaged, compliant, silent, engaged, and busy. Students with higher academic self-concept were more likely to show a pattern of moderate to high engagement. Compared with students with low engagement, students with higher engagement patterns gained systematically in end-of-year achievement. These findings illustrate the power of person-centered analyses to illuminate the complexity of student engagement. They imply the need for differentiation beyond disengaged and engaged students and bring along the recognition that being engaged can take on various forms, from compliant to busy.
Journal Article
Educating young giants : what kids learn (and don't learn) in China and America
Nancy Pine reveals how reliance on antiquated teaching methods and ineffectual reform efforts has left youth in the United States and China ill-equipped for the demands of modern technology and the global economy--P. [4] of cover.
Book
A cord of three strands : a new approach to parent engagement in schools
How can low-income, non-English-speaking parents become advocates, leaders, and role models in their children's schools? A Cord of Three Strands offers a close study of the Logan Square Neighborhood Association, a grassroots organization on the northwest side of Chicago, whose work with parents and schools has drawn national attention. The author identifies three elements--induction, integration, and investment---that together capture the dynamic and developmental nature of successful parent engagement.
Book
The long-term effects of early track choice
We investigate the effects of attending a more advanced track in middle school on long-term education and labour market outcomes for Germany, a country with a rigorous early-age tracking system, where the risk of misallocating students is particularly high. Our research design exploits quasi-random shifts between tracks induced by date of birth, and speaks to the long-term effects of early track attendance for a group of marginal students most at risk of misallocation. Remarkably, we find no evidence that attending a more advanced track leads to more favourable long-term outcomes. We attribute this result to the possibility of later track-reversal.
Journal Article