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ERIC Number: EJ918099
Record Type: Journal
Publication Date: 2011-Mar
Pages: 13
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-1359-6748
Understanding Teaching, Motivation and External Influences in Student Engagement: How Can Complexity Thinking Help?
Zepke, Nick
Research in Post-Compulsory Education, v16 n1 p1-13 Mar 2011
Teachers and quality teaching influence how well students engage in learning in post-compulsory education. This is the finding from research into factors contributing to student engagement. Indeed, a recent funded study investigating how learning environments influence student engagement in diverse tertiary settings in Aotearoa New Zealand found that teaching and teachers were more important than motivation and external influences in supporting student engagement. This paper first reports this finding. It then asks whether such a finding can be taken at face value. Using complexity thinking to explore the relationships between teaching, student motivation and external influences, the paper suggests that the pre-eminence of teaching cannot be taken at face value. While providing a useful understanding, it neglects the complexity that underpins the relationships between these terms. (Contains 3 tables.)
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: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand