Universitas Mercu Buana

Unggul, Bermutu dan Bermanfaat

Theme of Journal : School Engagement Edition : XVIII (March, 15th 2015)


1.      Journal Identity

Title            :  School Engagement: Potential of the Concept, State of the Evidence

Author        : Jennifer A Fredricks (Connecticut College)
Phyllis C Blumenfeld (University of Michigan)
Alison H Paris (Claremont McKenna College)
Volume         : 74
Issue             : 1
Pages           : 59-109
Publication  : 2004
doi                : 10.3102/00346543074001059

Abstract :
The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement. Engagement is presumed to be malleable, responsive to contextual features, and amenable to environmental change. Researchers describe behavioral, emotional, and cognitive engagement and recommend studying engagement as a multifaceted construct. This article reviews definitions, measures, precursors, and outcomes of engagement; discusses limitations in the existing research; and suggests improvements. The authors conclude that, although much has been learned, the potential contribution of the concept of school engagement to research on student experience has yet to be realized. They call for richer characterizations of how students behave, feel, and think—research that could aid in the development of finely tuned interventions.



2. Journal Identity

Title               :  Enhancing Students’ Engagement Report of a 3-Year Intervention With Middle School Teachers

Author           : Julianne C. Turner & Andrea Christensen (University of Notre Dame)
    Hayal Z. Kackar-Cam (Northern Illinois University)
    Meg Trucano (University of Notre Dame)
    Sara M. Fulmer (SUNY Oneonta
Volume        : 51
Issue            : 6
Pages          : 1195-1226
Publication : Apr 2014
10.3102/0002831214532515

Abstract :
All teachers (N = 32) at one middle school participated in a university-led intervention to improve student engagement. Teachers discussed four principles of motivation and related instructional strategies. Teachers enacted instructional strategies in their classrooms. We observed six randomly selected teachers and their students over 3 years. Analyses of the dynamic patterns of teacher-student interaction (using an application of state space grids) revealed two distinct patterns. The upward group (n = 3) showed an increase of teacher motivational support and student engagement. The stable group (n = 3) demonstrated low levels of both teacher motivational support and student engagement. Qualitative analyses of instructional differences between the two groups help explain student engagement. Implications include conceptualizing student engagement as interpersonal classroom activity and measuring change as developmental and dynamic phenomena.



3. Journal Identity

Title             : The effects of transformational leadership on organizational conditions and student engagement with school

Author         : Kenneth Leithwood (Centre for Leadership Development, Ontario Institute for Studies In Education, University of Toronto, Toronto, Canada).
Doris Jantzi (Centre for Leadership Development, Ontario Institute for Studies In Education, University of Toronto, Toronto, Canada).
Volume        : 38
Issue            : 2
Pages          : 112-129
Publication : 2006
Doi             : dx.doi.org/10.1108/09578230010320064

Abstract :
Most school restucturing initiatives assume significant capacity development on the part of individuals, as well as whole organizations; they also depend on high levels of motivation and commitment to solving the substantial problems associated with the implementation of restructuring initiatives. Transformational approaches to leadership have long been advocated as productive under these conditions, and evidence suggests that transformational practices do contribute to the development of capacity and commitment. Much less evidence is available, however, about whether these sociopsychological effects actually result in organizational change and enhanced organizational outcomes. Survey data from an achieved sample of 1,762 teachers and 9,941 students in one large school district were used to explore the relative effects of transformational leadership practices on selected organizational conditions and student engagement with school. Results demonstrated strong significant effects of such leadership on organizational conditions, and moderate but still significant total effects on student engagement.







4. Journal Identity

Title             : In the Context of Risk: Supportive Adults and the School Engagement of Middle School Students

Author         : Michael E. Woolley and  Gary L. Bowen
Volume        : 56                           
Issue            : 1
Pages          : 92-104
Publication   : Dec 2006
DOI                        : 10.1111/j.1741-3729.2007.00442.x
Document URL:

       Abstract :
Many students in the United States, particularly those from lower income or racially/ethnically diverse families, are exposed to clusters of risk factors that have a negative impact on school success. This study examined the association between the number of supportive and caring adults in the home, school, and neighborhood and the school engagement of students in early adolescence. Results revealed that students who reported such supportive adults in their lives also reported higher levels of psychological and behavioral engagement with their schooling. Additionally, including measures of environmental risk factors in analytical models of the school engagement of middle school students reduced otherwise statistically significant race/ethnicity differences to nonsignificance. Implications for practice and policy are discussed.



5. Journal Identity

Title             : Relationships Matter: Linking Teacher Support to Student Engagement and Achievement

Author           : Adena M. Klem and James P. Connell
Volume          :74
Issue              : 7
Pages            : 264-273
Publication     : Oct 2009
DOI                          : 10.1111/j.1746-1561.2004.tb08283.x
Document URL:

Abstract :
This article has no abstract.




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