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Student Engagement in High-Performing Schools: Relationships to Mental and Physical Health

by Jerusha O. Conner & Denise Pope - 2014

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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This article originally appeared as NSSE Yearbook Vol 113, No. 1.

Cite This Article as: Teachers College Record Volume 116 Number 13, 2014, p. 80-100
https://www.tcrecord.org ID Number: 18311, Date Accessed: 7/30/2021 3:48:40 PM

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About the Author
  • Jerusha Conner
    Villanova University
    E-mail Author
    JERUSHA CONNER is an assistant professor of education at Villanova University. Her research focuses on student engagement and student voice in school reform. Recent publications include “‘Very Powerful Voices’: The Influence of Youth Organizing on Educational Policy” in Educational Policy with Karen Zaino and Emily Scarola, and “Valuing But Not Liking School: Revisiting the Relationship Between School Attitudes and Substance Use Among Urban Youth” in Education and Urban Society with Michael Mason and Jeremy Mennis.
  • Denise Pope
    Stanford University
    E-mail Author
    Denise Pope is a senior lecturer at the Stanford Graduate School of Education. She specializes in student engagement, curriculum studies, qualitative research methods, and service learning. Denise is cofounder of Challenge Success, a research and intervention project that provides schools and families the tools they need to increase student health and well-being, engagement with learning, and integrity. Recent publications include “How Much Is Too Much? High-Achieving Students and Homework” in the Journal of Experimental Education with Mollie Galloway and Jerusha Conner, and “Beyond Doing School: From ‘Stressed-Out’ to ‘Engaged in Learning’” in Education Canada.
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