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ERIC Number: EJ857762
Record Type: Journal
Publication Date: 2009
Pages: 8
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-0040-5841
Beyond Content: How Teachers Manage Classrooms to Facilitate Intellectual Engagement for Disengaged Students
Schussler, Deborah L.
Theory Into Practice, v48 n2 p114-121 2009
This article explores how teachers manage classrooms to facilitate the intellectual engagement of disengaged students. The author proposes that teachers create an environment conducive to intellectual engagement when students perceive: (a) that there are opportunities for them to succeed, (b) that flexible avenues exist through which learning can occur, and (c) that they are respected as learners because teachers convey the belief that students are capable of learning. When teachers purposefully manage classrooms so that these elements intersect optimally, students perceive that they are known and valued. Furthermore, opportunities for success, flexibility, and respect generally are present when teachers challenge their students at appropriate levels, provide academic support, use instructional techniques that convey excitement for the content, and make learning relevant. To illuminate how teachers succeed in managing classrooms for intellectual engagement, the author provides numerous quotes from students attending an alternative high school designed for disengaged students who possess academic potential. (Contains 3 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education; High Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A