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Student Engagement in High-Performing Schools: Relationships to Mental and Physical Health by Jerusha O. Conner & Denise Pope - 2014This 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.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: | This article originally appeared as NSSE Yearbook Vol 113, No. 1. |
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- 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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