Empowering engagement : creating learning opportunities for students from challenging backgrounds

목차 (Table of Contents)

• CONTENTS
• 1 Engaging in Learning : The Challenges and Consequences for Students from Challenging Backgrounds = 1
• Problems and Issues Facing Children from Economically Disadvantaged Families = 4
• Problems and Issues Facing Marginalized Young People = 6
• Problems and Issues Facing Children with Disabilities = 8
• Definition = 9
• Opportunity to Learn = 11
• Key Considerations for Researching Engagement and Disengagement = 12
• Engagement Fluctuates = 14
• Engagement has a Focal Object = 14
• Engagement is Situational and Malleable = 14
• Engagement is Purposeful = 15
• Engagement is Negotiable and often involved power struggles = 15
• Conclusion = 15
• 2 Indicators and Facilitators of Engagement : Going Beyond Linear Thinking = 17
• Three Indicators of Engagement = 19
• Behavioral Engagement = 20
• Emotional Engagement = 21
• Cognitive Engagement = 21
• Social Engagement as an Additional Indicator of Engagement = 22
• Facilitators of Engagement = 24
• Cognitive Facilitators = 24
• Relationship Between Motivational Facilitators of Engagement = 29
• Social Facilitators = 30
• Peer Influence = 30
• Teacher Influence = 31
• School Influence = 32
• Familial and Community Influences = 33
• Combined Effects of Social Facilitators = 35
• Current Research Models = 35
• Facilitator-Focused Model : Engagement as a Desired Outcome = 36
• Outcome-Focused Model : Engagement as a Mediator = 36
• Integrated Model : Engagement as Both Mediating and Outcome Variables = 37
• Beyond the Current Models = 38
• Dynamic Interplay of Influences = 38
• Students' and Teachers' Voices = 40
• Engagement Can Be Problematic = 41
• A Way Forward = 43
• 3 Access and Opportunity to Learn : Essentials for Academic Engagement = 45
• Key Access Concepts and Strategies to Improve Engagement = 48
• Opportunity to Learn Strategy = 49
• Universal Design for Learning Strategy = 51
• Principle #1 : Provide Multiple Means of Representation = 51
• Principle #2 : Provide Multiple Means of Action and Expression = 52
• Principle #3 : Provide Multiple Means of Engagement = 52
• Cognitive Load Reduction Strategy = 54
• Accessible Test Design Strategy = 56
• Passage／Item Stimulus = 58
• Item Stem = 59
• Visuals = 59
• Answer Choices = 59
• Page／Item Layout = 60
• Testing Support and Accommodation Strategy = 62
• Research-Driven Actions to Maximize Student = 65
• 4 "Opportunity to Connect" : Social Skills as Engagement Agents = 67
• Social Skills Defined = 69
• Key Social and Academic Engagement Skills = 70
• Social Skills Strengths and Weaknesses = 72
• Important Social Skills and Educational Outcomes : What Teachers and Parents Value = 73
• Social Skills and Students from Disadvantaged Backgrounds = 75
• Developmental Base Rates for Social Skills = 76
• Efficacy of Social Skills Interventions = 77
• Universal Classroom Programs to Improve Social Skills = 78
• Effective Strategies for Teaching Social Skills Known to Influence Engagement = 81
• Program Implementation and Instructional Sequence = 84
• Evaluation of the Effectiveness of the SSIS-CIP = 85
• Conclusions = 87
• 5 "Opportunity to Read" : Student Voice as a Reading Engagement Enabler = 91
• Reading Motivation and Engagement = 93
• Motivating Students to Read = 95
• Economically Disadvantaged Students and Reading = 95
• Student Voice as an Academic Enabler for Reading Engagement = 97
• Orienting Teachers to Students' Voices = 99
• Step 1 : Reflecting on Research Findings = 99
• Step 2 : Scenario-Based Learning = 100
• Step 3 : Voice-Seeking Heuristics = 100
• An Example of Student Voice-Enabled Change = 101
• The Context = 101
• Initial Thoughts = 102
• Partnering with Students and Honoring Their Voices = 103
• Accounts of Improved Reading Engagement : The Teacher and Observation Results = 105
• Accounts of Improved Reading Engagement : Students' Views = 107
• Opportunity to Read : Student Voice as Engagement Enabler = 111
• Conclusion = 114
• 6 "Opportunity to Aspire" : Promoting Mathematics Engagement and Aspiration for Challenging Mathematics = 117
• Introduction = 118
• Mathematics Aspiration and Deep Engagement = 119
• Mathematics Engagement and Academic Enablers = 120
• Achievement Goals = 121
• Self-Efficacy = 121
• Expectation of Success and Valuing = 122
• Autonomy, Interest, and Intrinsic Motivation = 124
• Feedback Loops for Students Who Are Disadvantaged = 125
• Capable Students from Disadvantaged Backgrounds : Are Classroom Supports Available to Advance Their Aspirations and Engagement in Mathematics? = 126
• Reasons for Mathematics Engagement = 127
• Mathematics Lessons and Observed Mathematics Engagement = 131
• What Were These Lessons? = 131
• Was Peter Engaged? What About Interviewees in Other Observed Lessons? = 137
• Reflection = 138
• Creating Opportunities to Aspire for Challenging Mathematics = 139
• Conclusion = 142
• 7 "Opportunity to Flourish" : Reconnecting Pedagogy for Youths Out-of-School and Out-of-Work = 145
• Reconnecting Socially Through Engagement = 149
• Social Enterprises = 152
• Yourtown (Formerly BoysTown) = 153
• The Employment Outcome = 156
• The Psychosocial Outcome = 157
• Life and Work = 158
• Personal Futures = 161
• One Youth's Reflections = 163
• Job／Work Focus = 163
• New Skills = 164
• Change for the Better = 164
• Goals and Progress = 164
• Conclusion = 165
• 8 "Opportunity to Re-engage" : Alternative Education Programs and Pathways for Youths Who "Don't Fit" = 167
• Background = 168
• Opportunity to Engage, Learn, and Flourish = 170
• What Is Marginalization? = 173
• How Do Marginalization, Disengagement, and Exclusion Relate? = 174
• Alternative Education Programs and Pathways = 176
• Homeschooling as an Example of Alternative Education = 177
• Why "Homeschooling"? = 177
• What Are Alternative Education Programs and Whom Do They Serve? = 180
• What Are the Characteristics of AEPs? = 181
• Are AEP Practices Effective? = 182
• How Are AEP Practices Related to Engagement? = 184
• Conclusion = 188
• 9 Engagement for What Purpose? Engagement Toward What Outcome? Empowering Engagement for Students from Challenging Backgrounds = 191
• Introduction = 193
• Empowering Engagement = 195
• Access and Opportunity to Learn = 195
• Social Skills : A Key Academic Enabler = 197
• Student Voice = 199
• Meaningful Tasks and Valued Outcomes = 200
• Connection, Trust, and Relationships = 201
• Searching for Transformative Engaging Practices : Contradictions and Reflection = 203
• Conclusion = 207
• References = 211
• Index = 243