IMPROVING STUDENT ENGAGEMENT
IMPROVING STUDENT ENGAGEMENT
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提高学生的参与度
DOI：
10.1007/s13384-014-0145-0
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
Cameron Jeffrey Davidson Indiana
中科院分区：
文献类型：
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作者：
Edward John Lazaros Indiana;Cameron Jeffrey Davidson Indiana
虽然过去的文献探讨了大龄学生的学校参与，但专门针对年幼儿童的研究较少，而且很少有研究过程中让孩子们自己参与进来。本文通过一项参与性研究项目，提供了对二年级学业上有风险的学生的学校参与的见解。具体来说，论文报告了一个项目，该项目调查了澳大利亚天主教教育系统内的三组学生，即那些在学业上没有被认为有风险的学生，那些被认为有风险但接受一对一支持的学生，以及那些被认为有风险但没有得到支持的学生。学生们参加了焦点小组和一个照片征集项目，他们的问题改编自学校参与问卷，形成了数据收集的基础。关于行为参与，主题分析表明，每个组的学生都重视社会互动，而有风险的学生则谈论在学校受到惩罚的经历，而接受支持的学生则谈论奖励。在认知参与方面，无聊的主题在所有组中都很明显，而非风险组的学生更有可能谈论学习的价值。有风险的学生也表现出一些与学校有关的焦虑，而接受支持的学生则没有表现出这种焦虑。空闲时间、最喜欢的课程和技术在所有群体中都被认为是与情感投入相关的突出主题。虽然由于时间框架和样本量的限制，这项研究有一些局限性，但它提供了一个洞察，即考虑学校参与在发展对小学高危学生学校经历的理解方面的效用。未来在这一领域的研究应该考察更广泛、更有代表性的样本，并考虑具有多种风险因素的学生。
While past literature has explored school engagement in older students, there is less research for younger children specifically, and very little which engages children themselves in the research process. This paper provides insight into school engagement for academically at-risk students in the second year of school through a participatory research project. Specifically, the paper reports on a project which examined three groups of students within the Catholic Education system in Australia, namely, those not considered at-risk academically, those considered at-risk but receiving one-on-one support, and those considered to be at-risk but not receiving support. Students participated in focus groups and a photo elicitation project, with questions adapted from The School Engagement Questionnaire forming the basis of data collection. In relation to behavioural engagement, the thematic analysis demonstrated that students in each group valued social interaction, while at-risk students spoke about experiences of punishment at school and students in the group receiving support spoke about rewards. In relation to cognitive engagement, themes of boredom were evident across all groups, while students in the non at-risk group were more likely to speak about the value of learning. At-risk students also displayed some anxiety in relation to school which was not displayed by students who were receiving support. Free time, favourite lessons and technology were all identified as prominent themes in all groups in relation to affective engagement. While the study has some limitations due to restricted timeframe and sample size, it provides an insight into the utility of considering school engagement in developing an understanding of the school experience of at-risk students in primary school. Future studies in this area should examine broader, more representative samples and also consider students with multiple risk factors.