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ERIC Number: EJ1119203
Record Type: Journal
Publication Date: 2016-Nov
Pages: 28
Abstractor: As Provided
ISSN: ISSN-0195-6744
Reflectiveness, Adaptivity, and Support: How Teacher Agency Promotes Student Engagement
Cooper, Kristy S.; Kintz, Tara; Miness, Andrew
American Journal of Education, v123 n1 p109-136 Nov 2016
We examine how teachers whom students identified as being relatively more or less engaging spoke differently about how they use information on student engagement to inform their teaching. Using 3 years of data from teacher focus groups in which 21 teachers discussed their perceptions of student engagement and reactions to annual student surveys, we found that highly engaging and less engaging teachers differed along dimensions of reflectiveness, adaptivity, and support. Together, these orientations revealed a sense of agency over student engagement that was more evident in the comments of more engaging teachers. The differences in how the two groups conceptualized engagement and used information on engagement to change their practice have important implications for efforts to increase student engagement.
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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