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Epilogue: A New Paradigm for the Science and Practice of Engaging Young People


by Reed W. Larson, David J. Shernoff & Janine Bempechat — 2014

The volume is divided into four parts. Part I focuses on conceptualizations of engagement, theoretical underpinnings, and the importance of engagement in structured activities for development and well-being. Part II discusses processes of engagement and the influence that teachers and staff can exert directly through the quality of discourse and interactions in school contexts. Parts III and IV focus on contexts that are empirically supported as engaging, providing the evidence of elevated engagement as well as rich descriptions of the programmatic features or practices most responsible for them. Specifically, Part III provides several portraits of engaging learning environments both in academic classes and in less formal, out-of-school-time settings. Part IV presents several whole-school approaches to education that constitute a significant departure from mainstream public education.


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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. 323-337
http://www.tcrecord.org ID Number: 18337, Date Accessed: 4/28/2017 8:11:05 AM

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About the Author
  • Reed Larson
    University of Illinois, Urbana-Champaign
    E-mail Author
    Reed W. Larson is a professor in the Departments of Human and Community Development, Psychology, and Educational Psychology at the University of Illinois at Urbana-Champaign. His research focuses on the daily developmental experience of adolescents, particularly in the context of youth development programs and families. He is author of Divergent Realities: The Emotional Lives of Mothers, Fathers, and Adolescents (with Maryse Richards) and Being Adolescent: Conflict and Growth in the Teenage Years (with Mihaly Csikszentmihalyi). He was recently the chair of the Study Group on Adolescence in the 21st Century. He is editor in chief of New Directions for Child and Adolescent Development (with Lene Jensen) and president of the Society for Research on Adolescence.
  • David Shernoff
    Northern Illinois 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.
  • Janine Bempechat
    Wheelock College
    E-mail Author
    Janine Bempechat is a professor of psychology and human development at Wheelock College. Her research interests include achievement motivation and academic success in low-income students, and ethnic, cultural, and family influences in the development of achievement beliefs. Recent publications include “Parental Influences in Achievement Motivation and School Engagement” (with D. J. Shernoff) for the Handbook of Research on Student Engagement (2012) and “Learning Together: The Educational Experiences of Adolescents in Moscow” (with A. Mirny, J. Li, K. Wenk, and S. Holloway) for the volume, Research on Sociocultural Influences on Motivation and Learning, Volume X: Sociocultural Theories of Learning and Motivation: Looking Back, Looking Forward (2011).
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