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ERIC Number: EJ927222
Record Type: Journal
Publication Date: 2011-Apr
Pages: 13
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-0036-6803
Student and Teacher Perspectives across Mathematics and Science Classrooms: The Importance of Engaging Contexts
Appleton, James J.; Lawrenz, Frances
School Science and Mathematics, v111 n4 p143-155 Apr 2011
Substantial recent focus has been placed upon the competitiveness of American students in increasingly global economies and entrepreneurial enterprises. As concerns center on students' educational preparedness and their efforts at continued learning, researchers acknowledge the importance of student engagement with school. In order to foster engaged learners, teachers must be able to determine and monitor their students' levels of engagement. The current study examined the alignment of perceptions of engagement by students, teachers, and outside observers across middle and high school mathematics and science classrooms. Results indicated significant teacher-student differences in perceptions of student cognitive engagement across mathematics and science classrooms with teachers consistently perceiving higher levels than students. Moreover, most effect sizes were moderate to large. A subsequent multi-level analysis indicated that while teacher perceptions of student cognitive engagement were somewhat predictive of student reported cognitive engagement, academic engagement ratings by outside observers were not. (Contains 2 tables, 6 notes, and 1 figure.)
John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A