Asset Details
Do you wish to reserve the book?
Student Engagement in Instructional Activity: Patterns in the Elementary, Middle, and High School Years
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
Student Engagement in Instructional Activity: Patterns in the Elementary, Middle, and High School Years
Do you wish to request the book?
Student Engagement in Instructional Activity: Patterns in the Elementary, Middle, and High School Years
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
Student Engagement in Instructional Activity: Patterns in the Elementary, Middle, and High School Years
2000
Overview
Although student engagement with the intellectual work of school is important to students' achievement and to their social and cognitive development, studies over a span of two decades have documented low levels of engagement, particularly in the classroom. Examining several theoretical perspectives that attempt to explain engagement through comprehensive frameworks, this study evaluates the effect on engagement of school reform initiatives that are consistent with the theories. The study also investigates whether patterns exist in students' engagement, whether the patterns are consistent across grade levels, and whether class subject matter (mathematics or social studies) differentially affects engagement. The sample includes 3,669 students representing 143 social studies and mathematics classrooms in a nationally selected sample of 24 restructuring elementary, middle, and high schools. Because of the nature of the nested data (students nested within classrooms nested within schools), the analysis is conducted using hierarchical linear modeling in its three-level application (HLM3L). The reform initiatives, which are consistent with the theories, eliminate personal background effects. Together with classroom subject matter, they substantially influence engagement. The results are generally consistent across grade levels.
Publisher
American Educational Research Association,SAGE Publications
