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Sustaining Engagement and Interest in the Classroom: Effects of the EngageALL Instructional Model


by Sue C. Larson ó 2014

This chapter describes an empirical study that tests the motivational and learning effects of an intervention designed to initiate and sustain interest and engagement in high school biology classrooms. Positive effects were demonstrated for conceptual understanding, vocabulary acquisition, and perceptions of the learning experiences.


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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. 178-198
http://www.tcrecord.org ID Number: 18330, Date Accessed: 6/26/2017 1:15:14 AM

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About the Author
  • Sue Larson
    Judson University
    E-mail Author
    SUE C. LARSON teaches graduate courses in literacy instruction and assessment at Judson University in Elgin, Illinois. She has extensive experience as a classroom teacher, reading specialist, and school district literacy administrator. She is interested in theories and research that inspire practice, especially in the areas of academic literacy, motivation, engagement, and interest development.
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