ERIC Number: EJ1002196
Record Type: Journal
Publication Date: 2013
Pages: 28
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1047-4412
EISSN: N/A
Promoting Student Engagement through Evidence-Based Action Research with Teachers
Strambler, Michael J.; McKown, Clark
Journal of Educational & Psychological Consultation, v23 n2 p87-114 2013
We present findings from a group-randomized teacher action research intervention to promote academic engagement and achievement among elementary school students. Eighteen teachers from 3 elementary schools were randomly assigned to 1 of 2 groups. Intervention teachers studied evidence-based instructional practices that cultivate academic engagement and conducted an action research project to implement selected practices in their classrooms. Control teachers participated in a self-study group and read about evidence-based practices to promote student engagement. Teachers in the action research group reported using more group-based instruction than self-study teachers. Students with initial low engagement and low reading grades demonstrated greater gains in these outcomes in action research classrooms than self-study classrooms. Implications for teacher development and the promotion of student academic outcomes are discussed. (Contains 5 tables and 3 figures.)
Descriptors: Academic Achievement, Learner Engagement, Evidence, Action Research, Intervention, Teaching Methods, Elementary School Students, Elementary School Teachers, Control Groups, Grades (Scholastic), Reading Achievement, Achievement Gains, Faculty Development, Outcomes of Education, Pretests Posttests, Statistical Analysis
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A