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Descriptors:
Academic Achievement; Student Attitudes; Peer Relationship; Grade 5; Learner Engagement; Role; Socialization; Correlation; Outcomes of Education; Peer Influence; Longitudinal Studies; Surveys; Elementary School Students; Institutional Characteristics; Individual Characteristics; Family Characteristics

Abstract:
During adolescence, peer groups present an important venue for socializing school-related behaviors such as academic achievement and school engagement. While a significant body of research emphasizes the link between a youth's immediate peer group and academic outcomes, the current manuscript expands on this idea, proposing that, in addition to smaller peer groups, within each school exists a school-wide peer culture that is comprised of two components (a relational and a behavioral component), each of which is related to individual academic outcomes. The relational component describes the aggregate of students' perceptions of the quality of peer relationships within each school. The behavioral component is an aggregate representation of students' actual behaviors in regard to academic tasks. We used data from the 4-H Study of Positive Youth Development, which surveyed 1,718 5th grade students (45.9% male, 51.4% White, 17.8% Hispanic, 7.6% African American) in 30 schools, to explore the idea that, during adolescence, the relational and behavioral components of a school's peer culture are related to students' academic achievement and school engagement. Results suggested that above and beyond a variety of individual, familial, peer, and school characteristics that have previously been associated with academic outcomes, aspects of behavioral peer culture are associated with individual achievement while components of both relational and behavioral peer culture are related to school engagement. Implications for future research are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Failure; Adolescents; Foreign Countries; High School Students; Student School Relationship; Academic Achievement; Role; Prevention; Longitudinal Studies; Correlation; Attachment Behavior; Statistical Analysis; Learner Engagement

Abstract:
School engagement, or the extent to which students are involved in, attached and committed to the academic and social activities in school, plays a prominent role in preventing academic failure, promoting competence, and influencing a wide range of adolescent outcomes. Although the multidimensional nature of school engagement is well-recognized, how the three purported parts of the construct work together is largely unknown. By using data from the longitudinal, 4-H study of Positive Youth Development, involving a sample of 1,029 adolescents (67.7% female; mean age at Grade 9 = 14.92 years; 74.4% of participants were European American, 5.2% were Latino/a, 7.3% were African American), the current study examined the interrelationships of behavioral, emotional, and cognitive aspects of school engagement over three years in adolescence (Grades 9-11). We used autoregressive lagged effects models to assess the relationships among the three engagement constructs. Results indicated that behavioral and emotional engagement were related bidirectionally (each variable was a basis and an outcome of the other). In addition, behavioral engagement influenced cognitive engagement (but the reverse of this relation was not found). Implications for future research are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Business Administration Education; Law Related Education; College Instruction; College Students; Learner Engagement; Expectation; Student Experience; Class Activities; Group Activities; Course Content; Role Playing; Feedback (Response)

Abstract:
Many instructors have fallen into the syllabus habit of the first day, and students have come to expect nothing more. While reviewing the syllabus is important, it is not all that engaging for either the instructor or the students. In this article, the author establishes the pedagogical importance of the first day of class experience through the perspectives of instructor objectives and student expectations. Next, he provides the "Bistro 24" Activity ("Activity") built upon this foundation (with some help from Jack Bauer). Then, he sets forth the class methodology, including the learning objectives, teaching notes, and potential alternative uses of the Activity. He also provides an overview of student feedback about the Activity based on a student survey. Finally, he provides a conclusion that considers the success of the Activity based on its learning objectives. (Contains 1 table and 41 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learner Engagement; Educational Games; Educational Change; Best Practices; Research and Development; STEM Education; Computer Games; Problem Solving; Critical Thinking; Cooperation; Educational Policy; Public Officials

Abstract:
Research about emerging best practices in the learning sciences points to the potential of deploying digital games as one possible solution to the twin challenges of weak student engagement and the need for more robust achievement in literacy, science, technology, and math. This chapter reviews key cross-cutting themes in this special volume, drawing perspective from the context of the current United States program and policy reform. The authors conclude that digital games have some unique potential to address pressing educational challenges, but that new mechanisms for advancing purposeful research and development must be adopted by both policymakers and industry leaders. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learner Engagement; Educational Games; Computer Simulation; Children; Adolescents; Attention; Memory; Psychomotor Skills; Persistence; Affective Behavior; Social Cognition; Social Development

Abstract:
Children's and adolescents' cognitive, affective, and behavioral states of engagement enhance or impede enjoyment of, and performance with, educational games. We propose a comprehensive model of engagement states and apply it to research on educational game development and research on the role of various aspects of engagement on game play and learning. Emphasis is placed on individual differences in attention, memory, motor speed and control, persistence, and positive and negative affect (approach/avoidance), and how these pertain to social cognitions regarding mathematics achievement. Our challenge is to develop educational games that are effective for a wide variety of student engagement states. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Learner Engagement; Active Learning; Problem Based Learning; Teaching Methods; Student Projects; Critical Thinking; Case Studies; Foreign Countries

Abstract:
For many years there has been a sharp division between project-based learning, and problem-based learning, with the former adopting a more technical rationalist approach while the latter adopts a more Socratic or dialogic approach. This article argues that current notions of project-based learning are too narrow and that combining the two approaches will improve student engagement and criticality. This article begins by outlining the key differences between project-based, and problem-based learning, suggesting a new constellation. It then provides an exemplar in the form of a case study that sought to undertake such a combination, and reports on implications for practice. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Active Learning; Veterinary Medicine; Biochemistry; Scientific Concepts; Global Approach; Science Education; Case Studies; Learner Engagement; Educational Improvement; Evaluation; Motivation

Abstract:
First-year students often feel discouraged, especially with courses that require complex thinking and involve establishing relations between different subjects such as biochemistry. It has been proposed that student-centred pedagogy can achieve motivation and improve learning. In this context, this case study reports the use of art as a strategy to engage students in studying and learning biochemistry. Three Art & Biochemistry sessions were included in the programme of the Biochemistry course of first-year veterinary medicine students as one of the graded activities. Working as a team, students expressed a biochemical concept or process of their choice through any art representation to their classmates and to a panel of professors, both of which evaluated their performance using a global perspective rubric. The students' assessment of the activity over three consecutive years suggests that the Art & Biochemistry sessions were successful as an approach to motivate them, and were also perceived as helpful to the understanding and learning of biochemistry. This report supports a positive relationship between art and science in enhancing self-learning and could be easily applied to other subjects and disciplines. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Ethnography; Foreign Countries; Audiences; Dramatics; Play; Dramatic Play; Youth; Aesthetics; Theaters; Theater Arts; Interviews; Learner Engagement; Drama

Abstract:
In this article, we consider the aesthetic, political and pedagogical strengths of a verbatim theatre performance, "The Middle Place" by Project: Humanity, a play that explores the experiences of shelter youth in Toronto, Canada. This ethnographic study moved from drama classrooms into theatres and charted audience responses to the production, its pre- and post-show programming and the company's curation of the theatre space. Using data from post-performance interviews with youth, we analyse how young people articulate the impact of socially engaged theatre. And pulling from ethnographic fieldnotes and researcher email correspondence, we further illustrate how the mere presence of youth and shelter youth at the theatre altered the ways in which audiences interacted with the play and the extended programming, disrupting the usual social contract of theatre-going. Project: Humanity's intentional mix of social classes and ages among the audience created encounters that have much to teach us about theatre's ability to unleash the "unruly" and to artistically re-create a world highly recognisable to those who inhabit it. (Contains 3 figures and 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Human Geography; Geography Instruction; High School Students; Advanced Placement; Creative Teaching; Lesson Plans; Teaching Methods; Web Sites; Learner Engagement

Abstract:
The challenge of teaching AP Human Geography to high school students is to make geography relevant, engaging and "real world." Often the pace of teaching AP classes constrains the ability of teachers to do creative projects and truly engage students until after the exam is over in May. In this lesson plan, the author suggests using "Petites Projects" to further engage students in geography and provides a list of all the linked chapters (using Rubenstein's "The Cultural Landscape" 9th ed.) to Petites Projects that he does with each along with Web sites (if applicable) that might help in understanding and completing them. (Contains 9 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Learning Motivation; Program Effectiveness; Student Attitudes; Structural Equation Models; Educational Environment; Teacher Student Relationship; Interaction; Outcomes of Education; Learner Engagement; Social Justice; Foreign Countries; Secondary School Students

Abstract:
In this study, we have investigated the associations between the students' perceptions of teachers' interpersonal behaviour and some school outcomes--namely, academic achievement, learning motivation, and a sense of class belonging--considering the mediating role of classroom justice. Moreover, the impact of the school type was analysed. The research was performed on a population of 614 Italian students enrolled in 2 different types of secondary school, one with an academic orientation, the other with a vocational orientation. Structural equation modelling (SEM) was used to see the effect of the teachers' behaviour on the dimensions of justice (i.e., equality, equity, needs, and interpersonal) and that of all these variables on academic achievement, learning motivation, and class belonging. The mediation role of classroom justice was confirmed by the analyses, and so was the impact of the school's orientation. Limitations to the study and future research ideas have also been outlined. (Contains 2 figures, 2 tables, and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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