A Comparative Analysis of Student Engagement in Career Academies and a Comprehensive High School

Autor/inn/en	Fletcher, Edward; Tan, Tony; Hernandez-Gantes, M.
Titel	A Comparative Analysis of Student Engagement in Career Academies and a Comprehensive High School
Quelle	In: Career and Technical Education Research, 44 (2019) 2, S.144-163 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-754X
Schlagwörter	Career Academies; Traditional Schools; Learner Engagement; Student Participation; Cognitive Processes; Emotional Response; Student Behavior; High School Students; Racial Differences; Ethnicity; Minority Group Students + Suchen Sie Ihr Suchwort? Berufsakademie; Traditioneller Unterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Cognitive process; Kognitiver Prozess; Emotionales Verhalten; Student behaviour; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rassenunterschied; Ethnizität
Abstract	The purpose of this study was to compare the student engagement of career academy students to those at a traditional comprehensive high school. We operationalized student engagement using a multi-dimensional construct comprised of behavioral, cognitive, and emotional measures. Based on data from 669 career academy students and 614 comprehensive school students, we found that academy students had significantly higher levels of cognitive and emotional engagement than those at comprehensive schools. However, we found no statistically significant differences in the levels of behavioral engagement of academy students compared to comprehensive school students. Based on our findings, participation in the academy model has the potential to increase high school students' levels of cognitive and emotional engagement, particularly those from underrepresented and ethnically and racially diverse backgrounds. (As Provided).
Anmerkungen	Association for Career and Technical Education Research. Web site: http://acteronline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01