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Changing Patterns of Engagement in the Transition to High School


by Sean P. Kelly & Heather Price — 2014

The authors examine changes in the level and dispersion of student engagement across the transition to high school. Changes in the total dispersion in engagement among all students, as well as divergence in engagement between students of differing gender, race, socioeconomic background, and initial levels of achievement are reported.


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This article originally appeared as NSSE Yearbook Vol 113, No. 1


Cite This Article as: Teachers College Record Volume 116 Number 13, 2014, p. 15-36
http://www.tcrecord.org ID Number: 18280, Date Accessed: 10/23/2017 1:08:39 PM

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About the Author
  • Sean Kelly
    University of Pittsburgh
    E-mail Author
    Sean Kelly is an assistant professor in the Department of Administrative and Policy Studies at the University of Pittsburgh and a leading expert on the social organization of schools, student engagement, and teacher effectiveness. Recent publications include: “Tracking and Teacher Expectations: Evidence from Discrepant Course Taking Models” (Social Psychology of Education, 2012) and “School-to-School Variation in Disciplined Inquiry” (Urban Education, 2011).
  • Heather Price
    Basis Policy Research
    E-mail Author
    HEATHER PRICE is a Senior Associate at Basis Policy Research. Her interests include educational leadership, school organization and culture, and educational policy. Recent publications include: “Principals’ Attitudes and Behaviors Matter: How Principals’ Relationships With Their Teachers Affect School Climate” (Educational Administration Quarterly, 2011) and “The Correlates of Tracking Policy: Opportunity Hoarding, Status Competition, or a Technical-Functional Explanation?” (American Educational Research Journal, 2011).
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