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ERIC Number: EJ1122282
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1042-0541
Teacher Behaviors Contributing to Student Content Engagement: A Socially Constructed Consensus of Undergraduate Students in a College of Agriculture
Estepp, Christopher M.; Roberts, T. Grady
Journal of Agricultural Education, v54 n1 p97-110 2013
Students in colleges of agriculture will face a dynamically changing workplace. In order to learn the skills needed to succeed in such an environment, students must be cognitively engaged in the college classroom. Engagement with instructional content is a precursor to learning, and teachers in colleges of agriculture must shift towards using more learner-centered, engaging instructional methods. The purpose of this qualitative study was to explore college of agriculture students' perspectives of specific teacher behaviors contributing to cognitive engagement. A focus group methodology was applied using the Student Content Engagement (SCE) framework to guide the interviews. The SCE framework consists of four constructs that must be in place for cognitive engagement to occur: subject matter content level, occasion for processing, physiological readiness, and motivation. Results of the study showed a multitude of teacher variables contributed to student content engagement and many of the findings were consistent with prior research about effective teaching. What is more, teacher immediacy was discovered as a consistent theme throughout all of the constructs. We concluded that teacher immediacy might be a construct for consideration in the SCE framework.
American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida
Grant or Contract Numbers: N/A