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Classroom variables affecting studen...
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Park, So-Young.
Classroom variables affecting student engagement and reading achievement.
紀錄類型:
書目-電子資源 : 單行本
正題名/作者:
Classroom variables affecting student engagement and reading achievement./
作者:
Park, So-Young.
面頁冊數:
95 p.
附註:
Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 3920.
Contained By:
Dissertation Abstracts International64-11A.
標題:
Education, Administration. -
電子資源:
Download fulltext (下載全文)
ISBN:
0496612123
Classroom variables affecting student engagement and reading achievement.
Park, So-Young.
Classroom variables affecting student engagement and reading achievement.
- 95 p.
Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 3920.
Thesis (Ph.D.)--The University of Wisconsin - Madison, 2003.
Enhancing student engagement has been a challenge to educators, and efforts to increase student engagement have been a theme of school reform over the past decade. As a part of the efforts, the study explores how student engagement can be enhanced and how much student engagement predicts student achievement. The research question can be stated as below: (1) What student and teacher individual variables separately and interactively affect student engagement? (2) How much academic achievement can be predicted by student engagement?
ISBN: 0496612123Subjects--Topical Terms:
1000005409
Education, Administration.
Classroom variables affecting student engagement and reading achievement.
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Classroom variables affecting student engagement and reading achievement.
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Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 3920.
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Supervisor: Geoffrey D. Borman.
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Thesis (Ph.D.)--The University of Wisconsin - Madison, 2003.
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Enhancing student engagement has been a challenge to educators, and efforts to increase student engagement have been a theme of school reform over the past decade. As a part of the efforts, the study explores how student engagement can be enhanced and how much student engagement predicts student achievement. The research question can be stated as below: (1) What student and teacher individual variables separately and interactively affect student engagement? (2) How much academic achievement can be predicted by student engagement?
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The results show that girls, high SES students, and higher achievers are significantly more engaged in academic activities. Black students are less engaged, but Asian and Hispanic students are more engaged than White students. A teacher's authentic instruction not only improves student engagement but also reduces the student engagement gap between higher achievers and lower achievers. Content coverage has an accelerating effect on student engagement. Higher achievers tend to be more engaged than lower achievers in a classroom which teachers are covering more difficult and demanding academic content. On the other hand, content coverage contributes closing the student engagement gap between female and male students.
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Regarding the second research question, girls learn more than boys in reading class. Asian, Black and Hispanic first grade students significantly learn more per month during the academic year than White first grade students. Teachers' years of experience have positive effects on the average academic gains per month. The effect of student engagement on academic gains is larger in a small classroom than in a large classroom.
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These findings suggest that student engagement is worthy of being emphasized in that student engagement makes a significant contribution to student academic achievement.
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Authentic instruction significantly contributes to increasing student engagement and to reducing the student engagement gap between higher and lower prior-achievers. High content coverage also improves student engagement. Other implication of the significant teacher effects is that research on student engagement needs to consider upper-level variables such as teachers, parents, and schools.
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Download fulltext (下載全文)
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