Understanding Teaching, Motivation and External Influences in Student Engagement: How Can Complexity Thinking Help?

Autor/in	Zepke, Nick
Titel	Understanding Teaching, Motivation and External Influences in Student Engagement: How Can Complexity Thinking Help?
Quelle	In: Research in Post-Compulsory Education, 16 (2011) 1, S.1-13 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-6748
Schlagwörter	Student Motivation; Foreign Countries; Student Attitudes; Teaching Methods; Student Participation; Teacher Competencies; Teacher Influence; Correlation; College Students; Environmental Influences; Surveys; Interviews; Teacher Role; Family Influence; New Zealand + Suchen Sie Ihr Suchwort? Schulische Motivation; Ausland; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrkunst; Korrelation; Collegestudent; Environmental influence; Umwelteinfluss; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Lehrerrolle; Neuseeland
Abstract	Teachers and quality teaching influence how well students engage in learning in post-compulsory education. This is the finding from research into factors contributing to student engagement. Indeed, a recent funded study investigating how learning environments influence student engagement in diverse tertiary settings in Aotearoa New Zealand found that teaching and teachers were more important than motivation and external influences in supporting student engagement. This paper first reports this finding. It then asks whether such a finding can be taken at face value. Using complexity thinking to explore the relationships between teaching, student motivation and external influences, the paper suggests that the pre-eminence of teaching cannot be taken at face value. While providing a useful understanding, it neglects the complexity that underpins the relationships between these terms. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10