View in EDS HTML Full Text PDF Full Text

Student and Teacher Perspectives Across Mathematics and Science Classrooms: The Importance of Engaging Contexts.

Saved in:
Bibliographic Details
Title: Student and Teacher Perspectives Across Mathematics and Science Classrooms: The Importance of Engaging Contexts.
Authors: Appleton, James J.1, Lawrenz, Frances2
Source: School Science & Mathematics. Apr2011, Vol. 111 Issue 4, p143-155. 13p.
Subject Terms: *Students, *Teachers, *Mathematics education, *Classrooms, *Science education, *Context effects (Psychology)
Abstract: Substantial recent focus has been placed upon the competitiveness of American students in increasingly global economies and entrepreneurial enterprises. As concerns center on students' educational preparedness and their efforts at continued learning, researchers acknowledge the importance of student engagement with school. In order to foster engaged learners, teachers must be able to determine and monitor their students' levels of engagement. The current study examined the alignment of perceptions of engagement by students, teachers, and outside observers across middle and high school mathematics and science classrooms. Results indicated significant teacher-student differences in perceptions of student cognitive engagement across mathematics and science classrooms with teachers consistently perceiving higher levels than students. Moreover, most effect sizes were moderate to large. A subsequent multi-level analysis indicated that while teacher perceptions of student cognitive engagement were somewhat predictive of student reported cognitive engagement, academic engagement ratings by outside observers were not. [ABSTRACT FROM AUTHOR]
Copyright of School Science & Mathematics is the property of Wiley-Blackwell 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
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 63219456
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Student and Teacher Perspectives Across Mathematics and Science Classrooms: The Importance of Engaging Contexts.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Appleton%2C+James+J%2E%22">Appleton, James J.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Lawrenz%2C+Frances%22">Lawrenz, Frances</searchLink><relatesTo>2</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22School+Science+%26+Mathematics%22">School Science & Mathematics</searchLink>. Apr2011, Vol. 111 Issue 4, p143-155. 13p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Context+effects+%28Psychology%29%22">Context effects (Psychology)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Substantial recent focus has been placed upon the competitiveness of American students in increasingly global economies and entrepreneurial enterprises. As concerns center on students' educational preparedness and their efforts at continued learning, researchers acknowledge the importance of student engagement with school. In order to foster engaged learners, teachers must be able to determine and monitor their students' levels of engagement. The current study examined the alignment of perceptions of engagement by students, teachers, and outside observers across middle and high school mathematics and science classrooms. Results indicated significant teacher-student differences in perceptions of student cognitive engagement across mathematics and science classrooms with teachers consistently perceiving higher levels than students. Moreover, most effect sizes were moderate to large. A subsequent multi-level analysis indicated that while teacher perceptions of student cognitive engagement were somewhat predictive of student reported cognitive engagement, academic engagement ratings by outside observers were not. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of School Science & Mathematics is the property of Wiley-Blackwell 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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=63219456
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/j.1949-8594.2011.00072.x
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 143
    Subjects:
      – SubjectFull: Students
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Mathematics education
        Type: general
      – SubjectFull: Classrooms
        Type: general
      – SubjectFull: Science education
        Type: general
      – SubjectFull: Context effects (Psychology)
        Type: general
    Titles:
      – TitleFull: Student and Teacher Perspectives Across Mathematics and Science Classrooms: The Importance of Engaging Contexts.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Appleton, James J.
      – PersonEntity:
          Name:
            NameFull: Lawrenz, Frances
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Text: Apr2011
              Type: published
              Y: 2011
          Identifiers:
            – Type: issn-print
              Value: 00366803
          Numbering:
            – Type: volume
              Value: 111
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: School Science & Mathematics
              Type: main
ResultId 1