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Optimal Learning Environments to Promote Student Engagement
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: Engagement as a primary framework for understanding
educational and motivational outcomes. Measuring the malleability,
complexity, multidimensionality, and sources of engagement. The
relationship between engagement and achievement. Supporting and
challenging: the instructor's role in promoting engagement.
Engagement within and beyond core academic subjects. Technological
innovations on the engagement horizon. Optimal Learning
Environments to Promote Student Engagement is an essential resource
for researchers, professionals, and graduate students in child and
school psychology; social work; educational psychology; positive
psychology; family studies; and teaching/teacher education.
"Good Mentoring" offers an in-depth analysis of the way mentors
transmit not only knowledge and skills but the guiding values that
support good work and social responsibility. The book clearly shows
how these values are passed along to those they guide. Profiling
three lineages of scientists passing their professional skills,
values, and practices down through generations, the book reveals
what constitutes successful mentoring in science and beyond.
Stemming from a first-of-its-kind study by the GoodWork Project,
the book shows how the cultivation of professional ethics and
excellence depends on teachers and mentors and the learning
environments they foster.
Optimal Learning Environments to Promote Student Engagement
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: Engagement as a primary framework for understanding
educational and motivational outcomes. Measuring the malleability,
complexity, multidimensionality, and sources of engagement. The
relationship between engagement and achievement. Supporting and
challenging: the instructor's role in promoting engagement.
Engagement within and beyond core academic subjects. Technological
innovations on the engagement horizon. Optimal Learning
Environments to Promote Student Engagement is an essential resource
for researchers, professionals, and graduate students in child and
school psychology; social work; educational psychology; positive
psychology; family studies; and teaching/teacher education.
This study investigates the experience of student engagement in
high school classrooms - both the influences on engagement as well
as the short-term and long-term educational outcomes resulting from
engagement. The experiences of 526 tenth and twelfth grade students
enrolled in 13 U.S. high schools during the 1990s were examined.
Data were gathered using the Experience Sampling Method (ESM) and
student interviews. Students reported higher engagement during
individual and group work than while listening to the teacher
lecture, watching a video, or taking a test - and also during their
non-academic classes such as art, computer science and vocational
education compared to their traditional academic classes.
Engagement also predicted long-term continuing motivation and
college performance. Over all, results suggested that activities
and classrooms that combined academic intensity with features that
provoke a positive emotional response are more likely to engage
students the short term and the long term.
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R398
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