NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ881504
Record Type: Journal
Publication Date: 2010-Feb
Pages: 21
Abstractor: As Provided
Reference Count: 91
ISBN: N/A
ISSN: ISSN-1354-0602
Delivering, Modifying or Collaborating? Examining Three Teacher Conceptions of How to Facilitate Student Engagement
Harris, Lois
Teachers and Teaching: Theory and Practice, v16 n1 p131-151 Feb 2010
Across Australia, recent policy initiatives have focused on student engagement in school and in learning. Although teachers play a significant role in the implementation of these policy reforms, little research has looked at student engagement from teachers' perspectives or sought to identify and understand the strategies teachers report using to promote engagement in their classrooms. The study reported in this paper utilised a phenomenographic approach to investigate teacher conceptions of how to facilitate student engagement. Semi-structured interviews were used to gather data and a phenomenographic process of analysis was employed to identify qualitative differences between participant understandings. The data from this qualitative study indicated that teachers hold diverse understandings about how to facilitate student engagement; three categories described teachers' ways of engaging students. In the first category, teachers conceptualised delivering set activities and discipline to students to promote engagement. In the second category, teachers suggested that they must modify curriculum and class activities. In the third category, teachers proposed that genuine collaboration with students was necessary to truly engage them in learning; in this category, teachers reported the deepest levels of student engagement. Teacher self-reports of success when using a collaborative approach suggest that more research should be conducted using a range of approaches to investigate the fruitfulness of this strategy. (Contains 1 figure, 3 tables and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia