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ERIC Number: EJ1086498
Record Type: Journal
Publication Date: 2015
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1923-1857
EISSN: N/A
Teachers' Conceptions of Student Engagement in Learning: The Case of Three Urban Schools
Barkaoui, Khaled; Barrett, Sarah Elizabeth; Samaroo, Julia; Dahya, Negin; Alidina, Shahnaaz; James, Carl
Alberta Journal of Educational Research, v61 n1 p80-99 Spr 2015
Although student engagement plays a central role in the education process, defining it is challenging. This study examines teachers' conceptions of the social and cultural dimensions of student engagement in learning at three low-achieving schools located in a low socioeconomic status (SES) urban area. Sixteen teachers and administrators from the three schools participated in two focus group discussions about their definitions of student engagement, indicators of and factors affecting student engagement, and how to facilitate it. The findings indicate that teachers' conceptions of student engagement have profound ramifications for the ways that they approach their work. Additionally, the teachers recognize that student engagement is a symptom displayed by individuals, but the roots of engagement lay elsewhere. The teachers also described a wide range of strategies to enhance their students' engagement that focused primarily on the student, the teacher and the classroom through improving student-teacher relationships, incorporating out-of-school issues in the curriculum and the classroom, and having teachers show engagement with educational material. We conclude by outlining several implications for practice and policy and by calling for more research on the origins, development and consequences of teachers' conceptions of student engagement.
University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://ajer.synergiesprairies.ca
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A