Eliciting Engagement in the High School Classroom: A Mixed-Methods Examination of Teaching Practices

Autor/in	Cooper, Kristy S.
Titel	Eliciting Engagement in the High School Classroom: A Mixed-Methods Examination of Teaching Practices
Quelle	In: American Educational Research Journal, 51 (2014) 2, S.363-402 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831213507973
Schlagwörter	Teaching Methods; High School Students; Learner Engagement; Regression (Statistics); Case Studies; Factor Analysis; Prediction; Interviews; Observation; Classification; Academic Education; Difficulty Level; Relevance (Education); Games; Teaching Styles; Humor; Surveys; Correlation; Cooperative Learning; Student Attitudes; Racial Differences; Predictor Variables; Mixed Methods Research; Texas; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Regression; Regressionsanalyse; Case study; Fallstudie; Case Study; Faktorenanalyse; Vorhersage; Interviewing; Interviewtechnik; Beobachtung; Classification system; Klassifikation; Klassifikationssystem; Akademische Bildung; Schwierigkeitsgrad; Relevance; Relevanz; Game; Spiel; Spiele; Lehrstil; Unterrichtsstil; Humoristische Darstellung; Survey; Umfrage; Befragung; Korrelation; Kooperatives Lernen; Schülerverhalten; Rassenunterschied; Prädiktor
Abstract	This case study analyzes how and why student engagement differs across 581 classes in one diverse high school. Factor analyses of surveys with 1,132 students suggest three types of engaging teaching practices--connective instruction, academic rigor, and lively teaching. Multilevel regression analyses reveal that connective instruction predicts engagement more than seven times as strongly as academic rigor or lively teaching. Embedded case studies of five classes use interviews and observations to examine how various classes combine connective instruction, academic rigor, and lively teaching and how these practices individually and collectively engage students. Across these analyses, this study introduces a typology for thinking systematically about teaching for engagement. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10