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ERIC Number: EJ945828
Record Type: Journal
Publication Date: 2011
Pages: 7
Abstractor: As Provided
Reference Count: 21
ISSN: ISSN-0040-5841
Enabling Enriched, Empowered Education: Insights from Jere Brophy's Legacy
Faircloth, Beverly S.; Miller, Samuel D.
Theory Into Practice, v50 n4 p262-268 2011
Harnessing insights from Brophy's (1999, 2008, 2010) notion of scaffolding students' appreciation of learning, this article tackles challenges to student engagement, especially among reluctant students, by exploring two classroom settings in which students' valuing of school content and activities supported their engagement and achievement. The first model employed high-challenge tasks (extended writing tasks, collaboration, and multiday assignments) in eight 3rd-grade classrooms; the second highlighted connections made between student sense of identity and classroom activities among a diverse group of 9th-grade English students. Together, these models illustrate how practical strategies that support students' personal connection with, and therefore their appreciation of, what they are learning in school serve to empower self-sustaining engagement in learning.
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: Elementary Education; Grade 3; Grade 9; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A