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An explanatory mixed methods study o...

Thetford, Sharon Ruth.

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An explanatory mixed methods study of factors that affect engagement of adolescent learners and their subgroups.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An explanatory mixed methods study of factors that affect engagement of adolescent learners and their subgroups./
作者:	Thetford, Sharon Ruth.
面頁冊數:	139 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.
Contained By:	Dissertation Abstracts International75-04A(E).
標題:	Secondary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3605232
ISBN:	9781303613302

An explanatory mixed methods study of factors that affect engagement of adolescent learners and their subgroups.
Thetford, Sharon Ruth.

An explanatory mixed methods study of factors that affect engagement of adolescent learners and their subgroups. - 139 p.

Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.

Thesis (Ed.D.)--The University of West Florida, 2013.

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

The purpose of this study was to discover ways that teachers of adolescents can adjust instructional methods to better engage their students and to give adolescents a voice in the research in order to learn their perceptions of engaging teaching and learning. One component of improving student achievement in the American high school classroom is raising the level of student engagement. The connection between engagement and achievement has been established in the literature, but the connection, if any, between instructional methods and engagement, particularly for adolescents, has not been established. In this mixed methods study, the researcher attempted to identify the impact of different instructional methods on the engagement of adolescent learners and their subgroups by ethnicity, gender, and at-risk status using the Experience Sampling Method and guided interviews. Engagement was examined through political, social, and individual lenses informed by Baldridge's political model, Bandura's theory of triadic reciprocity, Deci and Ryan's self-determination theory, and Csikszentmihalyi's theory of flow. The results indicated that providing students with opportunities to make choices and opportunities for social interaction with peers had a positive impact on student engagement, particularly for male students. The results also suggested that there may be a disparity between the perceived competence and actual competence in school among lower achieving students.

ISBN: 9781303613302Subjects--Topical Terms:

2122779
Secondary education.

An explanatory mixed methods study of factors that affect engagement of adolescent learners and their subgroups.
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520 $a The purpose of this study was to discover ways that teachers of adolescents can adjust instructional methods to better engage their students and to give adolescents a voice in the research in order to learn their perceptions of engaging teaching and learning. One component of improving student achievement in the American high school classroom is raising the level of student engagement. The connection between engagement and achievement has been established in the literature, but the connection, if any, between instructional methods and engagement, particularly for adolescents, has not been established. In this mixed methods study, the researcher attempted to identify the impact of different instructional methods on the engagement of adolescent learners and their subgroups by ethnicity, gender, and at-risk status using the Experience Sampling Method and guided interviews. Engagement was examined through political, social, and individual lenses informed by Baldridge's political model, Bandura's theory of triadic reciprocity, Deci and Ryan's self-determination theory, and Csikszentmihalyi's theory of flow. The results indicated that providing students with opportunities to make choices and opportunities for social interaction with peers had a positive impact on student engagement, particularly for male students. The results also suggested that there may be a disparity between the perceived competence and actual competence in school among lower achieving students.
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