Optimal learning environments to promote student engagement.

Autor/in	Shernoff, David J.
Titel	Optimal learning environments to promote student engagement.
Quelle	New York, NY: Springer (2013), XVII, 368 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Advancing responsible adolescent development
Beigaben	grafische Darstellungen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISSN	2195-089X
ISBN	1-4614-7088-9; 978-1-4614-7088-5
DOI	10.1007/978-1-4614-7089-2
Schlagwörter	Montessori-Pädagogik; Erziehungsziel; Empirische Forschung; Einstellung (Psy); Digitale Medien; Elektronische Medien; Mediennutzung; Förderung; Kind-Eltern-Beziehung; Grundschule; Middle School; Alternativschule; High School; Montessori-Schule; Lehrer; Schüler-Lehrer-Beziehung; Schüler; Lernerfolg; Schülerleistung; Schüler-Schüler-Beziehung; Interesse; Lernbedingungen; Lernen; Lernumgebung; Motivation; Peer Group; Bildungsprogramm; Unterrichtsinhalt; Unterrichtsklima; Unterrichtsmethode; Computerunterstützter Unterricht; Außerschulisches Lernen; Bürgerschaftliches Engagement; Ehrenamtliche Arbeit; Einflussfaktor; USA
Abstract	This book analyzes the psychological, social, and academic phenomena comprising engagement, framing it as critical to learning and development. Drawing on positive psychology, flow studies, and theories of motivation, the book conceptualizes engagement as a learning experience, explaining how it occurs (or not) and how schools can adapt to maximize it among adolescents. Examples of empirically supported environments promoting engagement are provided, representing alternative high schools, Montessori schools, and extracurricular programs. The book identifies key innovations including community-school partnerships, technology-supported learning, and the potential for engaging learning opportunities during an expanded school day. Among the topics covered: 1. Engagement as a primary framework for understanding educational and motivational outcomes. 2. Measuring the malleability, complexity, multidimensionality, and sources of engagement. 3. The relationship between engagement and achievement. 4. Supporting and challenging: the instructor's role in promoting engagement. 5. Engagement within and beyond core academic subjects. 6. Technological innovations on the engagement horizon. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2015/1