東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

An interpretative phenomenological a...

Bryant, Alison.

Linked to FindBook

Google Book

Amazon

博客來

An interpretative phenomenological analysis of student engagement in learning at the middle level.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An interpretative phenomenological analysis of student engagement in learning at the middle level./
Author:	Bryant, Alison.
Description:	97 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
Contained By:	Dissertation Abstracts International76-04A(E).
Subject:	Middle school education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3665243
ISBN:	9781321375466

An interpretative phenomenological analysis of student engagement in learning at the middle level.
Bryant, Alison.

An interpretative phenomenological analysis of student engagement in learning at the middle level. - 97 p.

Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.

Thesis (Ed.D.)--Northeastern University, 2014.

This item must not be sold to any third party vendors.

Student engagement in learning at the middle school level is a key indicator of academic success in high school (Azzam, 2007; Balfanz, Herzog, & Mac Iver, 2007; Orthner, Jones-Sanpei, Akos, & Rose, 2012). Alternatively, disengagement from learning at this level can result in behavioral and academic challenges which can ultimately lead to the decision to drop out from high school (Azzam, 2007; Balfanz et al., 2007; Klem & Connell, 2004). This qualitative study was conducted to explore how highly engaged middle school students understand and experience engagement in learning. The study also sought to understand how school structures and strategies support or hinder engagement in learning. The study considered the experiences of six highly engaged middle school students. Their experiences were considered through the lenses of engagement theory and stage-environment fit theory. This study was conducted as an interpretative phenomenological analysis that focused on the lived experiences of the participants with student engagement in learning at the middle level. Student participants indicated that positive relationships in the learning environment, varied instructional strategies, student-initiated study strategies, perseverance, and academic success support engagement in learning at the middle level.

ISBN: 9781321375466Subjects--Topical Terms:

969762
Middle school education.

An interpretative phenomenological analysis of student engagement in learning at the middle level.
LDR:02300nmm a2200301 4500 001 2062652
005 20151027073523.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321375466
035 $a (MiAaPQ)AAI3665243
035 $a AAI3665243
040 $a MiAaPQ $c MiAaPQ
100 1 $a Bryant, Alison. $3 3177057
245 1 3 $a An interpretative phenomenological analysis of student engagement in learning at the middle level.
300 $a 97 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
500 $a Adviser: Jane Lohmann.
502 $a Thesis (Ed.D.)--Northeastern University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a Student engagement in learning at the middle school level is a key indicator of academic success in high school (Azzam, 2007; Balfanz, Herzog, & Mac Iver, 2007; Orthner, Jones-Sanpei, Akos, & Rose, 2012). Alternatively, disengagement from learning at this level can result in behavioral and academic challenges which can ultimately lead to the decision to drop out from high school (Azzam, 2007; Balfanz et al., 2007; Klem & Connell, 2004). This qualitative study was conducted to explore how highly engaged middle school students understand and experience engagement in learning. The study also sought to understand how school structures and strategies support or hinder engagement in learning. The study considered the experiences of six highly engaged middle school students. Their experiences were considered through the lenses of engagement theory and stage-environment fit theory. This study was conducted as an interpretative phenomenological analysis that focused on the lived experiences of the participants with student engagement in learning at the middle level. Student participants indicated that positive relationships in the learning environment, varied instructional strategies, student-initiated study strategies, perseverance, and academic success support engagement in learning at the middle level.
590 $a School code: 0160.
650 4 $a Middle school education. $3 969762
650 4 $a Educational administration. $3 2122799
650 4 $a Educational leadership. $3 529436
690 $a 0450
690 $a 0514
690 $a 0449
710 2 $a Northeastern University. $b School of Education. $3 2097885
773 0 $t Dissertation Abstracts International $g 76-04A(E).
790 $a 0160
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3665243