Challenges Related to Student Engagement Student Engagement Relationships

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Challenges Related to Student Engagement

Challenges Related to Student Engagement

Student Engagement = Relationships o Individuals o Course Content (yes, course content) o School

Student Engagement = Relationships o Individuals o Course Content (yes, course content) o School Climate (quality and character)

Intentionality Student engagement is critical for dropout prevention in that it: • builds student

Intentionality Student engagement is critical for dropout prevention in that it: • builds student attributes, • creates positive relationships, • improves school climate, and • strengthens community collaborations.

“Like threads in fabric, the tighter we interweave sound principles of student engagement, the

“Like threads in fabric, the tighter we interweave sound principles of student engagement, the stronger the fabric and the success. ”

Youth Continuum Dary, T. , Pickeral, T. , Shumer, R. , & Williams, A.

Youth Continuum Dary, T. , Pickeral, T. , Shumer, R. , & Williams, A. (2016). Weaving student engagement into the core practices of schools: A National Dropout Prevention Center/Network position paper. Clemson, SC: National Dropout Prevention Center/Network. Retrieved from www. dropoutprevention. org/resources/major-research-reports/student-engagement-2016 -09. pdf

Individual • Student Behavior • Resiliency Group • Inclusiveness Feelings of being valued, empowered,

Individual • Student Behavior • Resiliency Group • Inclusiveness Feelings of being valued, empowered, supported, competent, and included. Willingness to persist even in the face of obstacles. Builds trust, agency, ownership, community, and positive peer-peer and student-adult relationships. • Intergenerational Leadership • Service-Learning Student Engagement School • School Climate • Career and Technical Education • Civic Development Builds supportive, nurturing environment. Strengthens school and community. Increases positive student outcomes. Makes learning relevant and meaningful to each student. Community • Parent/Family Engagement • Community Engagement Dary, T. , Pickeral, T. , Shumer, R. , & Williams, A. (2016). Weaving student engagement into the core practices of schools: A National Dropout Prevention Center/Network position paper. Clemson, SC: National Dropout Prevention Center/Network. Retrieved from www. dropoutprevention. org/resources/major-research-reports/student-engagement-2016 -09. pdf

Systemi c Focus • Duckenfield & Reynolds (2013) • Blum, Mc. Nelly, & Rinehart

Systemi c Focus • Duckenfield & Reynolds (2013) • Blum, Mc. Nelly, & Rinehart (2002) • Goodenow & Grady (1993) • Lee et al. (1999) • Osterman (2000) • Wentzel (1997) • Effective school climate • Risk factors related to dropouts • Systemically addressed Dary, T. , Pickeral, T. , Shumer, R. , & Williams, A. (2016). Weaving student engagement into the core practices of schools: A National Dropout Prevention Center/Network position paper. Clemson, SC: National Dropout Prevention Center/Network. Retrieved from www. dropoutprevention. org/resources/major-research-reports/student-engagement-2016 -09. pdf

Supportive Environment • Akey (2006) • Cohen & Ball (1999) • Bundick (2014) •

Supportive Environment • Akey (2006) • Cohen & Ball (1999) • Bundick (2014) • Blum, Mc. Neely, & Rinehart (2002) • Klem & Connell (2004) • Mc. Neely (2003) • Tucker et al. (2002) • Mc. Combs (2004) • Positive support from teachers and peers • Students’ beliefs about themselves • Safe and trusting environment • Academic competency and resilience Dary, T. , Pickeral, T. , Shumer, R. , & Williams, A. (2016). Weaving student engagement into the core practices of schools: A National Dropout Prevention Center/Network position paper. Clemson, SC: National Dropout Prevention Center/Network. Retrieved from www. dropoutprevention. org/resources/major-research-reports/student-engagement-2016 -09. pdf

 • Expectations • Accountability Sound Pedagogy and Expectations for Each Student • Turner

• Expectations • Accountability Sound Pedagogy and Expectations for Each Student • Turner et al. (1998) • Csikszentmihalyi (1990) • Mc. Laughlin (2000) • Wentzel (2002) • Abu-Hilal (2000) • Bandalos, Yates, et al. (1995) • Harter (1992) • Met. Life (2001) • Relevant and meaningful content • Opportunities to contribute • Student self-perception of competence Dary, T. , Pickeral, T. , Shumer, R. , & Williams, A. (2016). Weaving student engagement into the core practices of schools: A National Dropout Prevention Center/Network position paper. Clemson, SC: National Dropout Prevention Center/Network. Retrieved from www. dropoutprevention. org/resources/major-research-reports/student-engagement-2016 -09. pdf

Meaningful Learning With Authentic Choice • Billig (2006) • White (2007) • Deci &

Meaningful Learning With Authentic Choice • Billig (2006) • White (2007) • Deci & Ryan (2002) • Grolnick et al. (2002) • National Research Council and the Institute of Medicine (2004) • Davidson & Phelan (1999) • Active engagement • Student-centered classrooms • Autonomy • Shared leadership, respectful discourse, and real choice in decisions Dary, T. , Pickeral, T. , Shumer, R. , & Williams, A. (2016). Weaving student engagement into the core practices of schools: A National Dropout Prevention Center/Network position paper. Clemson, SC: National Dropout Prevention Center/Network. Retrieved from www. dropoutprevention. org/resources/major-research-reports/student-engagement-2016 -09. pdf

From Research to Practice • Accountability systems Systemi c Focus • Duckenfield & Reynolds

From Research to Practice • Accountability systems Systemi c Focus • Duckenfield & Reynolds (2013) • Blum, Mc. Nelly, & Rinehart (2002) • Goodenow & Grady (1993) • Lee et al. (1999) • Osterman (2000) • Wentzel (1997) • Intentionality of policies and practices • Shared leadership • Support of continuous improvement • Expectation and reward of risk taking • Adoption of policies that support equity and inclusion Dary, T. , Pickeral, T. , Shumer, R. , & Williams, A. (2016). Weaving student engagement into the core practices of schools: A National Dropout Prevention Center/Network position paper. Clemson, SC: National Dropout Prevention Center/Network. Retrieved from www. dropoutprevention. org/resources/major-research-reports/student-engagement-2016 -09. pdf

From Research to Practice • Akey (2006) • Cohen & Ball (1999) • Bundick

From Research to Practice • Akey (2006) • Cohen & Ball (1999) • Bundick (2014) • Blum, Mc. Neely, & Supportive Rinehart Environment (2002) • Klem & Connell (2004) • Mc. Neely (2003) • Tucker et al. (2002) • Mc. Combs (2004) • Ensure adult support • Develop caring and trust • Maintain a connected culture • Set challenging expectations • Support emotional, social, and academic needs in culturally responsive ways Dary, T. , Pickeral, T. , Shumer, R. , & Williams, A. (2016). Weaving student engagement into the core practices of schools: A National Dropout Prevention Center/Network position paper. Clemson, SC: National Dropout Prevention Center/Network. Retrieved from www. dropoutprevention. org/resources/major-research-reports/student-engagement-2016 -09. pdf

From Research to Practice • Ensure relevance in course materials Sound Pedagogy and Expectations

From Research to Practice • Ensure relevance in course materials Sound Pedagogy and Expectations for Each Student • Turner et al (1998) • Csikszentmihalyi (1990) • Mc. Laughlin (2000) • Wentzel (2002) • Abu-Hilal (2000) • Bandalos, Yates et al. (1995) • Harter (1992) • Met. Life (2001) • Integrate meaningful projects and activities • Utilize active, student-centered pedagogies • Assign challenging but achievable tasks • Help students value schoolwork Dary, T. , Pickeral, T. , Shumer, R. , & Williams, A. (2016). Weaving student engagement into the core practices of schools: A National Dropout Prevention Center/Network position paper. Clemson, SC: National Dropout Prevention Center/Network. Retrieved from www. dropoutprevention. org/resources/major-research-reports/student-engagement-2016 -09. pdf

From Research to Practice Meaningful Learning with Authentic Choice • Billig (2006) • White

From Research to Practice Meaningful Learning with Authentic Choice • Billig (2006) • White (2007) • Deci & Ryan (2002) • Grolnick et al. (2002) • National Research Council and the Institute of Medicine (2004) • Davidson & Phelan (1999) • Emphasize student-centered learning • Encourage collaboration • Shared power and control • Incorporate student ideas Dary, T. , Pickeral, T. , Shumer, R. , & Williams, A. (2016). Weaving student engagement into the core practices of schools: A National Dropout Prevention Center/Network position paper. Clemson, SC: National Dropout Prevention Center/Network. Retrieved from www. dropoutprevention. org/resources/major-research-reports/student-engagement-2016 -09. pdf

School Climate Teaching and Learning Trusting Relationships The quality and character of the school

School Climate Teaching and Learning Trusting Relationships The quality and character of the school determines the degree of sustainability within the school. Physical Environment Safety

 To effectively integrate student engagement, schools need to: Ensure there is a comprehensive

To effectively integrate student engagement, schools need to: Ensure there is a comprehensive definition of student engagement; Support classroom and schoolwide strategies; Align with other education issues; Engage all education stakeholders; and Focus on shared leadership, supportive policies, and school climate.

Other Resources ENGAGE: The International Journal for Research and Practice on Student Engagement http:

Other Resources ENGAGE: The International Journal for Research and Practice on Student Engagement http: //dropoutprevention. org/resources/journals Blog: Fifth Grade Students’ Professional Learning Community http: //terrypickeral. com/index. php/2017/05/03/fifth-grade-studentsprofessional-learning-community http: //dropoutprevention. org/resources/majorresearch-reports A Peek Into an Engaging, Student-Centered Chemistry Classroom https: //youtu. be/Ak 2 b. JSq 01 s 0 The Engagement Gap: Making Each School and Every Classroom an All-Engaging Learning Environment http: //www. ascd. org/ASCD/pdf/site. ASCD/wholechild/ spring 2016 wcsreport. pdf Silent Epidemic: Perspectives of High School Dropouts http: //files. eric. ed. gov/fulltext/ED 513444. pdf