ERIC Number: EJ1021946
Record Type: Journal
Publication Date: 2014-Apr
Abstractor: As Provided
Eliciting Engagement in the High School Classroom: A Mixed-Methods Examination of Teaching Practices
Cooper, Kristy S.
American Educational Research Journal, v51 n2 p363-402 Apr 2014
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.
Descriptors: 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
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Program for International Student Assessment
Grant or Contract Numbers: N/A