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ERIC Number: EJ887748
Record Type: Journal
Publication Date: 2010-Mar
Pages: 8
Abstractor: ERIC
Reference Count: 17
ISBN: N/A
ISSN: ISSN-0094-0771
Examining Student Engagement and Authority: Developing Learning Relationships in the Middle Grades
Dooner, Anne-Marie; Mandzuk, David; Obendoerfer, Peter; Babiuk, Gary; Cerqueira-Vassallo, Gina; Force, Verland; Vermette, Michelle; Roy, Darren
Middle School Journal (J3), v41 n4 p28-35 Mar 2010
Fostering engaged learning for middle grades students is a significant challenge for teachers everywhere, and in some jurisdictions, it has even become a government priority. As one might expect, this policy has raised broader questions about what teachers' actually mean when they talk about engagement and whether or not these criteria are, in fact, valid indicators of when learners are engaged. Further, although a significant body of middle grades research highlights the importance of self-reflection and the active involvement of students in their learning should the discussion surrounding the notion of "engaged learning" be reduced to a set of ideal behaviors and student performance? In this article, the authors summarize what they learned about student engagement and discuss how teachers can influence engagement by exercising authority in the classroom. They argue that it is unique blend of an individual teacher's social and pedagogical authority in daily teaching that fosters engagement by encouraging students to "push through" challenging yet meaningful learning experiences.
National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@nmsa.org; Web site: http://www.nmsa.org/Publications/MiddleSchoolJournal/tabid/435/Default.aspx
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A