Is Academic Engagement the Panacea for Achievement in Mathematics across Racial/Ethnic Groups? Assessing the Role of Teacher Culture

Positively Influencing Student Engagement and Attitude in Mathematics Through an Instructional Intervention Using Reform Mathematics Principles

“…Students reported being more negative about mathematics and less engaged than any other subject. While studies report correlations between engagement and achievement in mathematics (e.g., Bodovski & Farkas, 2007;Moller, Stearns, Mickelson, Bottia, & Banerjee, 2014), engagement is also recognized as an important outcome variable in its own right (Collie & Martin, 2017). Engagement has been positively linked to perceptions of mathematics (Fung, Tan, & Chen, 2018); attitudes towards mathematics (Bodovski & Farkas, 2007); student agency in mathematics (Collie & Martin, 2017); and student graduation rates as well as students pursuing higher education (Bodovski & Farkas, 2007).…”

Class Collective Efficacy and Class Size as Moderators of the Relationship between Junior Middle School Students’ Externalizing Behavior and Academic Engagement: A Multilevel Study

“…Consequently, much of the between-class variation has been uncount left to confound the individual-level associations” (Reyes and Brackett, 2012). Previous studies have shown that classroom settings affect students’ engagement behaviors, such as collective pedagogical teacher culture (Moller et al, 2014), instructional setting (Baker et al, 2008), the teacher-student relationship (Klem and Connell, 2004), the collective efficacy of the teacher (Wan and Kates, 2010), and the relationship of peers (Furrer and Skinner, 2003). However, to the extent that the setting varies across classes and influences students’ behaviors, individual behaviors carry different relationships across class settings (Reyes and Brackett, 2012; Beattie and Thiele, 2016).…”

“…By contrast, disengaged students are disruptive, are less likely to aspire to higher educational goals, have lower grades, and are more likely to drop out of school." Student engagement is vital to academic achievement ( Furrer and Skinner, 2003 ; Reyes and Brackett, 2012 ; Moller et al, 2014 ), which is associated with lower rates of negative outcomes such as teen pregnancy, welfare dependency, and criminal behavior, as well as higher levels of positive outcomes including employment stability and lifetime income ( Johnson et al, 2006 ). Thus, this reality highlights the need for teachers to clearly identify the factors associated with academic engagement.…”

High School Content-Area Teachers’ Responces to an Exploratory, Investigative, and Experimental Professional Development Program for Content Area Literacy

“…Common key components to increasing student engagement include: access to higher order learning, opportunities for reflective and interactive learning, opportunities for meaningful collaboration with peers and with teachers, opportunities for discussions with people from diverse backgrounds, and a supportive and nurturing classroom environment (Cooper, 2014;Gonzalez, 2014;Lee, 2014;Moller, Stearns, Mickelson, Bottia, & Banerjee, 2014;NSSE, 2013;Reeve & Lee 2014;Trowler, 2010;van Uden, Ritzen, & Pieters, 2014). Lastly, Toshalis and Nakkula (2012) emphasize that although the field of student engagement and motivation is dense, it is important to recognize that there is "no single motivational pathway or type of engagement which guarantees academic achievement-each student is a unique blend of individual stories and needs, each differently positioned to have their story heard and their needs expressed…To productively appeal to those individual needs, customized approaches that differentiate instruction tend to work better than homogenizing catch-all techniques" (p. 4).…”