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Teachers’ Cognitive Flexibility on Engagement and Their Ability to Engage Students: A Theoretical and Empirical Exploration


by Kristy Cooper Stein, Andrew Miness & Tara Kintz — 2018


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Cite This Article as: Teachers College Record Volume 120 Number 6, 2018, p. -
http://www.tcrecord.org ID Number: 22160, Date Accessed: 10/17/2017 4:28:09 PM
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About the Author
  • Kristy Stein
    Michigan State University
    E-mail Author
    KRISTY COOPER STEIN is Assistant Professor of K–12 Educational Administration at Michigan State University, where she teaches courses on instructional improvement. Her research examines systematic approaches to increasing student engagement in K–12 classrooms, with the ultimate goals of enhancing student learning and increasing high school graduation rates.
  • Andrew Miness
    Michigan State University
    E-mail Author
    ANDREW MINESS is a doctoral candidate in the educational policy program at Michigan State University. In addition to exploring student engagement, he is passionate about understanding the relationship between social studies education policy and practice in K–12 classrooms and communities.
  • Tara Kintz
    Michigan State University
    E-mail Author
    TARA KINTZ is the Director of the Fellowship of Instructional Leaders in the Office of K–12 Outreach at Michigan State University. She specializes in developing the capacity in principals, teachers, and leadership teams to promote instructional improvement and student engagement, particularly in reform contents and urban areas. Her interests include educational policy and leadership, innovative practices in professional development, and enhancing student engagement in learning.
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