Epilogue: A New Paradigm for the Science and Practice of Engaging Young People by Reed W. Larson, David J. Shernoff & Janine Bempechat - 2014The 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.
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.||
- Reed Larson
University of Illinois, Urbana-Champaign
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
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
- Janine Bempechat
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).