The role of engagement in inspiring teaching and learning

Bryson, Colin; Hand, Len

doi:10.1080/14703290701602748

Cited by 351 publications

(285 citation statements)

References 27 publications

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“…Reference was also made to the enthusiasm of the teachers, something which Bryson and Hand (2007) As the above quotation illustrates, these efforts to establish connections contributed to the atmosphere in the classroom which, judging from the student's comments, seemed to aid participation and hence engagement. It was evident that for many of the students, attending and participating in the seminars was an affective experience, as well as a cognitive one (Griffiths 2009, 74).…”

Section: The Small Group Discussion Just Allowed Me To Understand Anmentioning

confidence: 99%

“…Engagement on the other hand involves the presence of a connection or relationship (Case 2008, 324). Some authors have suggested that, when students are engaged, the experience of learning may be associated with enjoyment and passion as well as with a sense of fulfilment and personal development (Bryson and Hand 2007;Case 2007). In addition, engagement is likely to result in an improvement in student learning (Bryson and Hand 2007).…”

Section: Student Engagement and Active Learning Methodologiesmentioning

confidence: 99%

“…In situations of alienation, there is an emphasis on outcomes rather than on process and there is an emphasis on teachers owning the learning process (Mann 2001). As well as having poorer learning outcomes students who are alienated may be at risk of withdrawing entirely from their course of study (Bryson and Hand 2007).…”

Section: Concluding Commentsmentioning

confidence: 99%

See 2 more Smart Citations

Creating a safe climate for active learning and student engagement: an example from an introductory social work module

Raghallaigh

Cunniffe

2013

Teaching in Higher Education

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This article explores the experiences of students who participated in a series of seminars that employed active learning methodologies. The study on which the article is based involved two parts. First, students completed a questionnaire after each seminar, resulting in 468 questionnaires. Second, nine students participated in a focus group where the questionnaire findings were explored. The research findings suggest that the students were highly engaged and that the mix of 'doing', 'observing' and 'reflecting' contributed to their engagement. However, in addition, the students' perspectives suggested that the learning environment in which the seminars took place was of particular importance. Overall, the study highlights that while active learning methodologies contribute to student engagement, the atmosphere in which the methodologies are used is also of central importance. Therefore, as well as paying attention to the cognitive aspects of learning, teachers need to consider the affective domains.

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Section: The Small Group Discussion Just Allowed Me To Understand Anmentioning

confidence: 99%

Section: Student Engagement and Active Learning Methodologiesmentioning

confidence: 99%

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Creating a safe climate for active learning and student engagement: an example from an introductory social work module

Raghallaigh

Cunniffe

2013

Teaching in Higher Education

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“…Weinstein and Palmer do not provide any information on the norming sample's year of study. Since the development of the LASSI, scholarship on student success in tertiary study has broadened to reflect a more relational, socially-situated view of student success generally referred to as "student engagement" (Kuh, Cruce, Shoup, Kinzie & Gonyea, 2008;Bryson & Hand, 2007;Trowler, 2010). Student engagement incorporates a constructivist view of learning and acknowledges the responsibilities and agency of both institutions and individuals.…”

Section: The Lassimentioning

confidence: 99%

Student skills and the Bradley agenda in Australia

Carpenter

Dearlove

Marland

2014

Higher Education Research & Development

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This paper investigates the study strategies that first-year Australian university students bring with them to university. The research has currency due to the implementation of the Review of Australian higher education [Bradley, D., Noonan, P., Nugent, H., & Scales, B. (2008). Review of Australian higher education: Final report. Canberra: Australian Government.], which recommended that universities increase the number of students in undergraduate courses. In response to government incentives to increase enrolments, many universities have lowered their entrance scores and, as a result, have attracted students who would not traditionally have been eligible for university entrance. The study employed the Learning and Study Strategies Inventory (LASSI) to investigate the differences in study strategies used by a cohort comprising students from the expanded intake facilitated by the Bradley Review according to their gender, age, socio-economic status and entrance score.While these research results demonstrate a lower than average score on the LASSI instrument for this particular cohort, there were almost no dissimilarities in any of the categories assessed. This paper will argue that the differential distribution of such students across institutions in Australia has potential implications for the institutions themselves and the sector as a whole. Student skills and the Bradley agenda in AustraliaAuthors' Names Author's DetailsThis paper investigates the study strategies that first-year Australian university students bring with them to university. The research has currency due to the implementation of the Review of Australian Higher Education (Bradley, Noonan, Nugent & Scales, 2008), which recommended that universities increase the number of students in undergraduate courses. In response to government incentives to increase enrolments, many universities have lowered their entrance scores and, as a result, have attracted students who would not traditionally have been eligible for university entrance. The study employed the Learning and Study Strategies Inventory (LASSI) to investigate the differences in study strategies used by a cohort comprising students from the expanded intake facilitated by the Bradley review according to their gender, age, socio-economic status (SES) and entrance score. While these research results demonstrate a lower than average score on the LASSI instrument for this particular cohort, there were almost no dissimilarities in any of the categories assessed. This paper will argue that the differential distribution of such students across institutions in Australia has potential implications for the institutions themselves and the sector as a whole.

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“…In the empirical literature, some operational definitions implicitly link inspiration to outcomes of student engagement (Bryson & Hand, 2007) and motivation (Bowman, 2007). This accords with the dictionary origins of the term, being aligned with the concept of 'stimulating influence' coined by van der Zee (2011) in a study of RE teachers that named student outcomes of inspiring teaching as "social virtues, knowledge, insight, spirituality and a sense of transcendence" (p.21).…”

Section: Originality/valuementioning

confidence: 99%

Inspiring teaching: learning from exemplary practitioners

Sammons¹,

Lindorff²,

Ortega³

et al. 2016

Journal of Professional Capital and Community

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Purpose The purpose of this paper is to investigate the concept of ' inspiring teaching' based on case studies of exemplary practitioners in England to inform professional development and collaborative learning and support school improvement. Design/methodology/approach The study adopted a mixed methods design involving multiple perspectives. Data sources included interviews with teachers, two systematic classroom observation schedules and qualitative field notes from classroom observations. Quantitative and qualitative findings were integrated to allow for triangulation and synthesis. Findings The ‘inspiring’ sample of teachers exhibited many strengths in terms of the characteristics of more effective teaching identified in previous literature. However, the integration and synthesis of evidence also reveals core features of inspiring practice and highlighted the strong emotional and reflective components that distinguish inspiring practice, including: positive relationships; good classroom/behaviour management; positive and supportive climate; formative feedback; high quality learning experiences; enjoyment, and high levels of student engagement and motivation. Research limitations/implications This small-scale study was based on a purposive sample of 17 teachers in England therefore results cannot necessarily be generalised to other contexts. Practical implications The research findings and approaches can be used to support teachers' professional development and provide resources to promote collaboration in developing professional learning communities. Originality/value The investigation provides new evidence on the characteristics, practices and views of inspiring teachers. The use of multiple perspectives and integration of findings provides new evidence to inform and support the development of professional learning communities.

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The role of engagement in inspiring teaching and learning

Cited by 351 publications

References 27 publications

Creating a safe climate for active learning and student engagement: an example from an introductory social work module

Creating a safe climate for active learning and student engagement: an example from an introductory social work module

Student skills and the Bradley agenda in Australia

Inspiring teaching: learning from exemplary practitioners

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