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The Impact of the Learning Environment on Student Engagement in High School Classrooms


by David J. Shernoff, Stephen M. Tonks & Brett Anderson — 2014

This chapter presents a study that investigated characteristics of the learning environment predicting for student engagement in public high school classrooms. Students in seven high school classrooms in five different subject areas were observed and videoed in order to predict their engagement as measured by the experience sampling method (ESM).


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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. 166-177
http://www.tcrecord.org ID Number: 18329, Date Accessed: 12/11/2017 11:44:34 PM

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About the Author
  • David Shernoff
    Rutgers University
    E-mail Author
    DAVID J. SHERNOFF is visiting associate professor at Rutgers University and associate professor of educational psychology at Northern Illinois University. His research interests include student motivation and engaging learning environments, engagement in educational video games, and mentoring. Recent publications include the 2013 book, Optimal Learning Environments to Promote Student Engagement (Springer), and the book chapter, "Engagement and positive youth development: Creating optimal learning environments” which appeared in the (2012) APA Educational Psychology Handbook.
  • Stephen Tonks
    Northern Illinois University
    E-mail Author
    STEPHEN M. TONKS is an associate professor of educational psychology at Northern Illinois University whose research interests include student motivation, reading engagement, and cultural influences, especially in Japan. A recent (2011) publication (with A. Taboada) is “Developing self-regulated readers through instruction for reading engagement” in the Handbook of Self-Regulation of Learning and Performance (Routledge).
  • Brett Anderson
    University of Minnesota
    E-mail Author
    BRETT ANDERSON received his M.S.Ed. in educational psychology from Northern Illinois University and currently works in the Behavioral Health Services Department of the University of Minnesota Medical Center. His research interests include student engagement and motivation, positive youth development, and well-being. A recently chapter published in the APA book Activities for Teaching Positive Psychology was “Flow and optimal learning environments” (2013, with David J. Shernoff).
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