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All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement
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. (ZPID).
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
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
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 importance of education innovation and degree of innovative practices by principals in rural secondary schools in South Africa
After the inception of the United Nations Millennium Development Goals (MDGs) in 2000, education emerged as a pivotal concern on the global agenda. The significance of education innovation lies in its ability to enhance the caliber of instruction and bolster school performance. In spite of the various obstacles faced by rural schools in South Africa, certain institutions are exhibiting indications of exceptional performance and advancement in terms of educational innovations, the provision of high-quality education, and the academic achievements of their students. The objective of this study is to investigate the impact of principals' comprehension of the significance of educational innovation and their level of implementation of innovative practices on student achievement. The research employed a descriptive case study approach inside a quantitative research framework. A sample size of 108 secondary school principals in the Vhembe District, located in the Limpopo Province, was obtained through the utilization of random sampling procedures. Data collection was conducted through the utilization of questionnaires, while the analysis of the collected data was performed using descriptive statistical techniques. A total of 70 questionnaires were collected and deemed usable, resulting in a response rate of 64.8% for the study. The outcomes of the study indicate that principals within the Vhembe district had a comprehensive understanding of the imperative nature of educational innovation. Additionally, the research revealed that principals are utilizing many new leadership and management approaches in order to improve student achievement. This project aims to contribute to the enhancement of learner performance and the quality of education in secondary schools located in rural parts of South Africa through the promotion of educational innovation. The recommendations of the study hold potential value in the development of policies, the improvement of learner performance, and the provision of education of superior quality.
Journal Article