(Re)conceptualising student engagement: Doing education not doing time

Zyngier, David

doi:10.1016/j.tate.2007.09.004

Cited by 147 publications

(125 citation statements)

References 19 publications

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“…Así mismo, cuando la universidad establece alianzas con el sector social y productivo, e involucra a los estudiantes en proyectos comunitarios fortalece su sentido de pertenencia y apropiación de conocimiento. Si los proyectos están diseñados para estimular el análisis de la realidad y para participar de forma activa en la formulación de soluciones a problemas específicos, los estudiantes perciben que su trabajo es reconocido, lo cual estimula su sentido de empoderamiento y los conduce a considerarse como agentes de cambio (Pineda, 2010;Zyngier, 2008;Fall, 2006). También es deseable incentivar la participación del estudiante en proyectos institucionales al interior de la universidad de manera que su trabajo pueda reflejarse dentro de su propia comunidad.…”

Section: Conclusiones Y Discusiónunclassified

Compromiso Estudiantil en el Contexto Universitario Colombiano y Desempeño Académico

Báez

Bermúdez

Rubiano-Bello

et al. 2014

RELIEVE

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Despite the increase in Latin America of Higher Education coverage, grave dropout problems persist that question the role of educational experiences to foster students' academic engagement. This study was carried out in Colombia and sought to establish the relationship between the five benchmarks that compose academic engagement and the academic performance of a group of Colombian university students. The transversal and correlational study used the Spanish version of the National Survey of Student Engagement (NSSE) that measures students' level of participation in five dimensions: Academic challenge, active and collaborative learning, student-faculty interaction, enriching educational experiences, and supportive campus environment and its relationship to academic performance. The findings of 1906 students from 7 universities indicate that there are statistically significant, but weak correlations between the items that compose the benchmarks and students' academic performance, which lead to reflect upon key aspects to strengthen the education experiences offered to university students. ResumenA pesar de la ampliación de la cobertura en la educación superior latinoamericana, persisten graves problemas de deserción que llevan a cuestionar el papel de las experiencias educativas en el fomento del compromiso académico de los estudiantes. Esta investigación se realizó en Colombia y buscó determinar la relación que existe entre el compromiso estudiantil y el desempeño académico de un grupo de universitarios colombianos. El estudio transversal y correlacional empleó la versión en español de la encuesta National Survey of Student Engagement (NSSE) que mide el nivel de participación de los estudiantes en cinco dimensiones: reto académico, aprendizaje activo y colaborativo, interacción con docentes y personal administrativo, experiencias educativas enriquecedoras y apoyo institucional. Los hallazgos de 1906 estudiantes de 7 universidades señalan que existen correlaciones estadísticamente significativas, aunque débiles, entre los índices del compromiso estudiantil y el promedio académico, y conducen a reflexionar sobre aspectos claves para el fortalecimiento de las experiencias educativas que se ofrecen al universitario. KeywordsStudent dropout, retention, higher education, student engagement, academic performance, NSSE, academic challenge, active and collaborative learning, studentfaculty interaction, enriching educational experiences, and supportive campus environment. DescriptoresDeserción estudiantil, abandono escolar, retención, educación superior, compromiso estudiantil, desempeño académico, NSSE, reto académico, aprendizaje activo y colaborativo, interacción con docentes y personal administrativo, experiencias educativas enriquecedoras, apoyo institucional.

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Section: Conclusiones Y Discusiónunclassified

Compromiso Estudiantil en el Contexto Universitario Colombiano y Desempeño Académico

Báez

Bermúdez

Rubiano-Bello

et al. 2014

RELIEVE

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“…[28][29][30] Our measurement of student engagement included behaviors (level of effort applied to schoolwork and attention) and affective-cognitive responses (interest in schoolwork, physical and emotional security, and motivation to succeed in school) that have been previously identified as engagement outcomes. 28,29,31 Behavioral Threats to Achievement…”

Section: Student Engagementmentioning

confidence: 99%

School Outcomes of Children With Special Health Care Needs

Forrest

Bevans

Riley³

et al. 2011

Pediatrics

126

117

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WHAT'S KNOWN ON THIS SUBJECT:Using a noncategorical approach to identifying children with special health care needs, previous research has shown that these individuals are at increased risk for poor health and high health care resource use. WHAT THIS STUDY ADDS:Children who screen positive for a special health care need because of functional limitations or behavioral health problems are at risk for low student engagement, disruptive behaviors, poor grades, and belowaverage performance on standardized achievement tests. abstract OBJECTIVE: To examine the associations between having a special health care need and school outcomes measured as attendance, student engagement, behavioral threats to achievement, and academic achievement. PARTICIPANTS AND METHODS:A total of 1457 children in the fourth through sixth grades from 34 schools in 3 school districts and their parents provided survey data; parents completed the Children With Special Health Care Needs Screener. School records were abstracted for attendance, grades, and standardized achievement test scores. RESULTS:Across 34 schools, 33% of children screened positive for special health care needs. After adjusting for sociodemographic and school effects, children with special health care needs had lower motivation to do well in school, more disruptive behaviors, and more frequent experiences as a bully victim. They experienced significantly lower academic achievement, as measured by grades, standardized testing, and parental-assessed academic performance. These findings were observed for children who qualified as having a special health care need because they had functional limitations attributed to a chronic illness or a behavioral health problem but not for those who qualified only because they took prescription medications. CONCLUSIONS:Specific subgroups of children with special health care needs are at increased risk for poor school outcomes. Health and school professionals will need to collaborate to identify these children early, intervene with appropriate medical and educational services, and monitor long-term outcomes.

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“…While students may have traditionally been seen as passive participants, the issue of student engagement is receiving increasing attention and has been linked to academic achievement, lower levels of student attrition, retention, motivation as well as overall institutional success (Beer et al, 2010). Defined by Coates (2007, p. 122) as "active and collaborative learning; participation in challenging academic activities; formative communication with academic staff; involvement in enriching educational experiences; and feeling legitimated and supported by university learning communities", engagement is positively linked with student learning (Zyngier, 2008), as well as a host of desired outcomes, including high grades, student satisfaction, and perseverance (Beer et al, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The question of how to engage students is at the centre of mainstream education discussion and debate (Zyngier, 2008). This is largely underpinned by the perception that engagement has declined (Barnett & Coate, 2005) despite the fact that it is '... a key factor for learning and personal development' (Salaber, 2014, p. 115).…”

Section: Introductionmentioning

confidence: 99%

Students in action: a destination-based learning approach to student engagement

Craggs¹,

Gorman²,

Griffin³

et al. 2017

Handbook of Teaching and Learning in Tourism

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Cognisant of the importance of student engagement in education being an international concern, this chapter outlines a project to enhance student engagement undertaken at the Dublin Institute of Technology in Ireland. The 'Students in Action Project' involved students from a range of programmes and modules in the School of Hospitality and Tourism working with the local community and businesses of two tourism destinations: Slane, Co. Meath and Drogheda, Co. Louth in Ireland. The aim was to involve students in an active collaborative learning environment using a destination-based approach to define the parameters of engagement and collaboration and identify ways in which tourism and hospitality within the destination could be enhanced. In contrast to many previous studies on student engagement, the destination-based approach takes a more holistic view by including local industry, industry groups as well as civic and broader community members as key components of the destination. This chapter outlines the motivations underpinning the project, the process involved, and reflects on the benefits, limitations and lessons learnt. Outcomes beyond those intended arose from engaging with stakeholders outside the educational institution. The project has been a steep learning-curve for all, and on-going planning, negotiation and reflection are essential to the process. Fundamentally, all participants -staff, students and destination stakeholders -agreed that the rich outputs justified the effort involved.

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(Re)conceptualising student engagement: Doing education not doing time

Cited by 147 publications

References 19 publications

Compromiso Estudiantil en el Contexto Universitario Colombiano y Desempeño Académico

Compromiso Estudiantil en el Contexto Universitario Colombiano y Desempeño Académico

School Outcomes of Children With Special Health Care Needs

Students in action: a destination-based learning approach to student engagement

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