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Reflectiveness, Adaptivity, and Support: How Teacher Agency Promotes Student Engagement.

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Title: Reflectiveness, Adaptivity, and Support: How Teacher Agency Promotes Student Engagement.
Authors: Cooper Stein, Kristy1, Kintz, Tara1, Miness, Andrew1
Source: American Journal of Education. Nov2016, Vol. 123 Issue 1, p109-136. 19p. 3 Charts, 1 Graph.
Subject Terms: *Student engagement, *Focus groups, *Academic achievement, *Higher education, *Motivation (Psychology)
Abstract: We examine how teachers whom students identified as being relatively more or less engaging spoke differently about how they use information on student engagement to inform their teaching. Using 3 years of data from teacher focus groups in which 21 teachers discussed their perceptions of student engagement and reactions to annual student surveys, we found that highly engaging and less engaging teachers differed along dimensions of reflectiveness, adaptivity, and support. Together, these orientations revealed a sense of agency over student engagement that was more evident in the comments of more engaging teachers. The differences in how the two groups conceptualized engagement and used information on engagement to change their practice have important implications for efforts to increase student engagement. [ABSTRACT FROM AUTHOR]
Copyright of American Journal of Education is the property of University of Chicago and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22American+Journal+of+Education%22">American Journal of Education</searchLink>. Nov2016, Vol. 123 Issue 1, p109-136. 19p. 3 Charts, 1 Graph.
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  Data: We examine how teachers whom students identified as being relatively more or less engaging spoke differently about how they use information on student engagement to inform their teaching. Using 3 years of data from teacher focus groups in which 21 teachers discussed their perceptions of student engagement and reactions to annual student surveys, we found that highly engaging and less engaging teachers differed along dimensions of reflectiveness, adaptivity, and support. Together, these orientations revealed a sense of agency over student engagement that was more evident in the comments of more engaging teachers. The differences in how the two groups conceptualized engagement and used information on engagement to change their practice have important implications for efforts to increase student engagement. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of American Journal of Education is the property of University of Chicago and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Motivation (Psychology)
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              Text: Nov2016
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