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Volume 116, Number 13 (2014)

 
by David J. Shernoff & Janine Bempechat
This introduction to the Yearbook focuses on: conceptualizations of engagement, the processes of engagement, portraits of engaging learning environments, and whole-school approaches to education.
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by Sean P. Kelly & Heather Price
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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by Yibing Li, Jennifer P. Agans, Paul A. Chase, Miriam R. Arbeit, Michelle B. Weiner & Richard M. Lerner
This chapter explains the links between relational developmental systems theory and the strength-based, positive youth development (PYD) perspective. The Five Cs model of PYD (involving competence, confidence, connection, character, and caring) is used to assess the role of school engagement in PYD.
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by Michael J. Furlong, Jeffrey J. Froh, Meagan E. Muller & Victoria Gonzalez
A body of research has emerged during the past three decades focusing on how students engage in the schooling process and the broader positive developmental outcomes associated with high levels of engagement and lower involvement in high-risk behaviors. This chapter suggests that gratitude might offer a unique contribution for understanding how affective engagement and positive relationships could enhance student school bonding and thereby student social-emotional and academic outcomes.
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by Jerusha O. Conner & Denise Pope
This chapter examines how the three most common types of engagement found among adolescents attending high-performing high schools relate to indicators of mental and physical health.
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by Carrie J. Furrer, Ellen A. Skinner & Jennifer R. Pitzer
The quality of students’ relationships with teachers and peers is a fundamental substrate for the development of academic engagement and achievement. This chapter offers teachers and researchers a motivational framework that explains how positive and negative student–teacher and student–peer relationships are sustained in the classroom, and strategies for creating solutions to improve relationships.
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by Debra K. Meyer & Dennis Smithenry
While recognizing that instructional scaffolding in a whole-class context can engage students’ learning as they move through individual zone of proximal developments (ZPDs), in this chapter, we argue that instructional scaffolding also can collectively engage a class through a shared ZPD when participant structures and discourse practices provide for coparticipation and alter traditional notions of teacher support and shared responsibility. A case study of a chemistry classroom is presented to substantiate this argument and illustrate how instructional scaffolding can be used as a support for collective engagement.
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by Ellen S. Markowitz, Nancy L. Deutsch & Edith "Winx" Lawrence
This study explored engagement in interpersonal relationships within the context of combined group and one-on-one mentoring.
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by David J. Shernoff, Stephen M. Tonks & Brett Anderson
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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by Sue C. Larson
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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by Gil G. Noam & Ashima Shah
This chapter highlights the fit between youth-development-oriented programming and informal science activities in out-of-school time (OST) and illustrates how science and youth development can and should co-occur. The clover model and Dimensions of Success tool are introduced as lenses for designing and assessing science program quality in OST.
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by Anne-Marie E. Hoxie & Lisa Debellis
This chapter describes an after-school visual and performing arts program serving middle and high school youth operated in partnership between a community-based organization and two schools in Brooklyn, New York. Data collected on the program provides evidence of participants’ identity exploration and development of positive relationships and social competencies.
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by Janine Bempechat, Maureen Kenny, David L. Blustein & Joanne Seltzer
This chapter presents findings of a three-year longitudinal study of academic motivation and school engagement among low-income high school students enrolled in a corporate work–study program. Our findings demonstrate ways in which the workplace functioned for students as a conduit of emotional resources, offering instrumental support from caring and competent adults, knowledge about the connection between work and school, and an opportunity to occupy the essential adult role of worker.
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by Kevin Rathunde
After summarizing the results from two studies the author conducted in Montessori middle schools, the chapter discusses nine characteristics of Montessori education in relation to various theoretical perspectives on education and development.
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by Lois Brown Easton, Dan Condon & Michael Soguero
Engagement can prevent struggling students from dropping out, and re-engagement in learning can help struggling students who have dropped out return to school and graduate. This chapter presents a case study about a struggling student who dropped out and then came to Eagle Rock School and Professional Development Center, became engaged in her learning, and graduated. The authors provide policy and practice recommendations as well as a discussion of factors that affect engagement.
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by Jeffrey N. Jones
This chapter details an alternative high school’s implementation of choice theory and its influence on relational practices and student experience. Student narratives speak of how the school practices that are informed by choice theory promote engagement through a deliberate focus on developmental needs.
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by Reed W. Larson, David J. Shernoff & Janine Bempechat
A hope of this Yearbook is to illuminate not only what promotes engagement but also how it can be fostered. In this epilogue, first we provide a short history of research on motivation. We then review the contributions of this Yearbook in providing a fuller, multidimensional, contextualized picture of human motivation, one that we believe is relevant and helpful to educational policy and practice. Last, we discuss where this research may head in order to engender conditions in which engagement in schooling becomes more universal.
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