Literaturnachweis - Detailanzeige
| Autor/in | Sanborn, Robert P., III |
|---|---|
| Titel | Improving Student Engagement at Tech High |
| Quelle | (2023), (170 Seiten)
PDF als Volltext Ed.D. Dissertation, University of Massachusetts Lowell |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3795-9715-3 |
| Schlagwörter | Hochschulschrift; Dissertation; Learner Engagement; High School Students; Vocational High Schools; Scores; Teacher Student Relationship; School Culture; Psychological Patterns; Grading; Faculty Development; Best Practices; Critical Thinking; Lesson Plans |
| Abstract | This mixed method case study investigated student engagement at a regional technical high school. Having lagged in a variety of performance measures, the study sought to measure the current status of student engagement at Tech High, to identify engaging Tech High teachers and answer why they were considered engaging by students and administrators, and finally to gather the reflections of engaging Tech High teachers on their practice. The study design methodology incorporated a student survey, an administrator focus group interview, and teacher interviews. A thirty-one (31) question Google Form student survey was electronically distributed to all Tech High sophomores, juniors, and seniors. Using a Likert Scale, students answered fifteen questions twice, once for academic classes and once for technical classes, for a total of thirty (30) questions. The thirty-first question asked students to nominate their engaging teachers with an accompanying reason. Eighty-nine students completed the survey. The administrator focus group interview was conducted with five evaluating supervisors who were also asked to nominate engaging Tech High teachers with a rationale for their nomination. Four academic and four technical teachers were invited for an interview. All questions pertained to Boykin and Noguera's (2011) teacher asset-focused strategies and student guiding functions as well as the agreed upon three-part construct of emotional, behavioral, and cognitive student engagement. This case study revealed four key findings from the student survey, administrator focus group and the nominated teacher interviews. Gleaned from the student survey, the first finding established that average technical class engagement scores were significantly higher statistically than average academic class engagement scores. A second finding showed that positive teacher-student relationships and technical program "culture" are viewed as essential to an engaged classroom or program. Concerning emotional, behavioral, and cognitive student engagement, the third finding was emotional engagement must be established first. The fourth and final finding was that engaging academic and technical teachers viewed failure positively. The findings of this case study have future implications for teacher mentoring, grading policies, professional development, and staff academy learning time to positively affect student engagement. Because their students find technical programming more engaging than academic classes, Tech High must promote more meaningful interactions between academic and technical teachers through their academy structure. Due to the second finding that relationships are so important, professional development and teacher mentoring should emphasize the sharing of best practices for establishing strong teacher-student relationships. Piggybacking on the second finding focusing on using interpersonal relationship best practices, the third finding calls for prioritizing emotional engagement as the first step in relationship building. Finally, Tech High teachers must develop challenging lessons that promote critical thinking with opportunities to fail and establish grading policies that reward mastery with opportunities to retake assessments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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