Student Engagement: What do we know and what should we do?

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school culture if students understand what is going on, and are given some significant role in helping to design and bring about the desired culture change” (p. 12). Projects like Imagine a School… and Design for Learning and What did you do in school today? already impact definitions and measures of student engagement in the literature, but more clarification and discussion is required before we can fully understand this complicated, evolving construct that seems to show such promise for creating the educational experiences and outcomes students require to be successfully engaged. Perhaps in addition to student voice, we should add “parent” voice. We noted there was little to no reference to the role parents can play to increase student engagement to classroom learning, with the exception that most research studies on engagement state that student background might impact their levels of engagement. Certainly other research on socio-economic factors, education levels of parents, and general attitude about education in the home have been found to impact student’s levels of engagement in school. Perhaps this omission of parental voice suggests that researchers believe parents are beyond the scope or realm of influence for teachers and educators. If we do not expand our research and thinking about student engagement, we fall victim to traditional views that education is something that happens only in school; and, until we modify or eradicate this limited view of how children learn, most of our work in the area of student engagement will fall short. If we have learned nothing else from our review of research literature, it is that learning involves what happens in learners’ entire lives – not just school, and not just home – everywhere. This message seems central to our emerging insights about what will engage our children in learning. Student Engagement: What do we know and what should we do? 52
References Appleton, J. J., Christenson, S. L. & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45 (5), 369-386. Armstrong, T. (2006). The Best Schools: How human development research should inform educational practice. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD). Baker, M. L., Sigmon, J. N. & Nugent, M. E. (2001). Truancy reduction: Keeping students in schools. Rockville MD: Juvenile Justice Clearinghouse. Barak, M. & Doppelt, Y. (2002). Pupils Identify Key Aspects and Outcomes of a Technological Learning Environment. The Journal of Technology Studies. 28(1/2), 22- 28. Retrieved December 2010 from ProQuest Education Journals # EJ670883 Barak, M., Waks, S., & Doppelt, Y. (2000). Majoring in technology studies at high school and fostering learning. Learning Environment Research, 3, 135–158. Barnes, K., Marateo, R. & Ferris, S. P. (2007a). Teaching and Learning with the Net Generation. Innovate Journal of Online Education, 3(4). Reprinted in The Fischler School of Education and Human Services at Nova Southeastern University; Pennsylvania. Retrieved December 2010 from at: http://www.innovateonline.info/pdf/vol3_issue4/Teaching_and_Learning_with_the_Net_ Generation.pdf http://www.innovateonline.info/pdf/vol3_issue4/Teaching_and_Learning_with_the_Net_ Generation.pdf Barnes, K., Marateo, R. & Ferris, S. P. (2007b). Learning Independence: New Approaches for Educating the Net Generation. Retrieved September 2010 from http://www.masternewmedia.org/news/2007/05/04/learning_independence_new_approac hes_for.htm Barrett, H.C. (2005). White Paper: Researching Electronic Portfolios and Learner Engagement. Retrieved September 2010 from http://www.taskstream.com/reflect/whitepaper.pdf http://www.taskstream.com/reflect/whitepaper.pdf Bennett, S., Maton, K. & Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775–786. Bopry, J. & Hedberg, J. G. (2005). Designing encounters for meaningful experience, with lessons from J.K. Rowling. Educational Media International, 42(1), 91-105. Brown, J. S. (2000). Growing up digital: How the Web changes work, education, and the ways people learn. Change, March/April, 10–20. Also accessible at USDLA Journal, Student Engagement: What do we know and what should we do? 53
Page 1 and 2: University of Alberta Student Engag
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Page 43 and 44: Engaging and Challenging Instructio
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Page 55 and 56: Csikszentmihalyi, M. (1990). Flow:
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