학생의 자발적 참여 제고를 위한 학생변인과 교사변인

국문 초록 (Abstract)

교육은 교사와 학생이 상호작용하여 완성해나가는 과정이라는 점을 고려할 때, 학생들의 자발적참여는 학생학습의 성공여부를 결정짓는 중요한 요소이다. 이에본 연구에서는 학생의 효과적인 학습을 완성짓는 결정적 요인인 학생의 자발적참여를 향상시킬 수 있는 학생변인과 교사변인을 위계적선형모형을 사용하여 밝혀내었다. 연구 결과 학생수준에서는 여학생이 남학생보다, 보다 높은 사회경제적 지위를 가진 학생이 그렇지 않은 학생보다, 성적우수 학생이 그렇지않은 학생보다 자발적참여도가 높았다. 교사수준에서는 진정한수업과 수업내용의 난이도가 자발적참여도와 참여도 격차에 의미있는 영향을 미치는 것으로 나타났다.

다국어 초록 (Multilingual Abstract)

Engagement has been regarded as a strong predictor of student dropout rate and achievement, and enhancing student engagement has been a challenge to educators over the past decade. The study explores how student engagement can be improved. Since teachers are the most influential beings to students, this research focuses teacher variables. The research question is "what student and teacher variables separately and interactively affect student engagement?"<br/>
Since students were nested within a classroom, Hierarchical Linear Modeling(HLM) was used for this analysis. The results show that girls, high SES students, and higher achievers are significantly more engaged in academic activities. Black students are less engaged in school work than White students, while Asian and Hispanic students tend to be more engaged than White. Among teacher-level variables, a teacher's authentic instruction makes positive differences in student engagement. In other words, authentic instruction not only improves student engagement but also reduces the student engagement gap between higher and lower achievers. High content coverage widens the student engagement between higher and lower achievers, but it closes the student engagement gap between girls and boys.<br/>
These findings suggest that a teacher's instruction makes differences in student engagement. For a further study, research on student engagement needs to include upper-level variables such as teachers, parents, and schools if significant teacher effects at the upper-level are considered.

목차 (Table of Contents)

• 요약
  
• I.서론
  
• II.자발적참여 이론
  
• III.연구의 개념적 틀
  
• IV.연구방법
  
• V.연구결과
  
• VI.논의 및 결론
  
• 참고문헌
  
• ABSTRACT

참고문헌 (Reference)

1 "Withdrawing from school" 59 (59): 117-142, 1989

2 Hanushek,E.A, "The trade-off between child quantity and quality" 100 : 84-117, 1992

3 "The significance and sources of student engagement Student Engagement and Achievement in American Secondary Schools" Teachers College Press 19921992

4 Hill, P. W, "The role of standards in educational reform for the 21st century,ASCD 1999 Yearbook: Preparing our Schools for the 21st Century." Association for Supervision and Curriculum Development. crea : 1999

5 "The origins of alienation" 231 : 53-61, 1974

6 "The effects of stratification in secondary schools Synthesis of survey and ethnographic research Review of Educational Research" 1987195-211

7 "The Impact of School Resources on the Learning of Inner City Children" Ballinger 1975

8 "The High School as Community Contextual Influences and Consequences for Students and Teachers National Center on Effective Secondary Schools University of Wisconsin-Madison" 1988

9 "The Effects of Race and Tracking on Opportunities to Learn Mathematics and Science" 1990

10 "Teaching worth celebrating." 56 (56): 8-13, 1999

11 "Teacher quality and student achievement: Recommendations for Principals." National Association of Secondary School Principals. 628 (628): 64-73, 2001

12 Finn, "Students at Risk National Center for Educational Statistics Research and Development Reports" 1993

13 "Student engagement in instructional activity: Patterns in the elementary, middle, and high school years." 37 (37): 153-184, 2000

14 "Student characteristics mediating engagement-outcome relationships in physical education" 56 (56): 66-72, 1985

15 "Student Engagement and Achievement in American Secondary Schools" Teachers College Press 1992

16 "Small classes in American schools: Research, practice, and politics." 83 (83): 551-560, 2002

17 "Revisiting effective teaching" 56 (56): 61-64, 1998

18 "Rethinking gender differences in literacy." 24 (24): 1-16, 1999

19 "Research in the Teaching of English" 261-290, 1991

20 "Race and the schooling of black Americans" 68-78, 1992

21 "Powerful Learning" Association for Supervision and Curriculum Development 1998

22 "Paying for public education:New evidence on how and why money matters" 28 : 465-498, 1991

23 "Participation and withdrawal among fourth-grade pupils" 141-62, 1992

24 "National Center on Effective Secondary Schools" 1989

25 "Multilevel Analysis: An Introduction to Basic and Advanced Multilevel Modeling." SAGE. 1999

26 "Measuring the teacher quality problem,Better Teachers, Better Schools(pp.19-30)" 1999

27 "Introducing Multilevel Modeling." SAGE. 1998

28 Haycock, K., "Good teaching matters…a lot" 3 (3): 3-14, 1998

29 "Giving Voice and Empowerment to Student Engagement Paper presented at the National Conference on School Restructuring" 1991

30 "Florida Journal of Educational Research" 25-40, 1986

31 "Enhancing engagement in early language teaching" 23 (23): 48-50, 1991

32 "Effects of school restructuring on the achievement and engagement of middle-grade students" 66 : 164-87, 1993

33 "Effects of school restructuring and size on early gains in achievement and engagement." 68 (68): 241-70, 1995

34 "Effective teachers of inner city children" Princeton 1978

35 "Educating teachers for the next century: Rethinking practice and policy. In G.A. Griffin(Ed.) The Education of Teachers: Ninety-eighth Yearbook of the National Society for the Study of Education." University of Chicago Press. 1999

36 "Does teacher certification matter? High school teacher certification status and student achievement." 22 (22): 129-145, 2000

37 "Cumulative and Residual Effects of Teachers on Future Student Academic Achievement." University of Tennessee, Tennessee Value Added Assessment System. k : 1996

38 "Analyzing longitudinal rating data: A three-level hierarchical linear model." 23 : 258-268, 1999

39 "Academic Success among Poor and Minority Students." Johns Hopkins University 2001

40 "A place Called School:Prospects for the Future" McGraw-Hill 1984

41 ".Teacher Certification Reconsidered:Stumbling for Quality" 2001