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66557 results for engaged learning

Page 1 of 3328

  • Engagement of Children With Autism in Learning

  • Deb Keen
  • Journal:
    Australasian Journal of Special Education / Volume 33 / Issue 2 / 01 October 2009
    Published online by Cambridge University Press:
    02 March 2012, pp. 130-140
    Print publication:
    01 October 2009

  • Early engagement with the world around us provides opportunities for learning and practising new skills and acquiring knowledge critical to cognitive and social development. Children with autism typically display low levels of engagement, particularly in their social world, which limits the opportunities for learning that occur for their typically developing peers. An investigation of the literature on engagement suggests a lack of consensus about definition and measurement that may undermine the usefulness of this construct to educators. This article argues that the engagement construct can assist educators in the development and implementation of effective teaching interventions for children with autism.

  • Chapter 9 - Creating engaging and motivating learning environments

  • from Part III - Professional practice
  • Edited by Jeanne Allen, Griffith University, Queensland, Simone White, Queensland University of Technology
  • Book:
    Learning to Teach in a New Era
    Published online:
    14 February 2020
    Print publication:
    18 October 2017, pp 309-334

  • Summary

    Learning objectives

    After studying this chapter, you should be able to:

  • • Identify ways to promote a positive teaching and learning environment

  • • Recognise practices that engage and motivate students in learning

  • • Appreciate the importance of positive student–teacher relationships

  • • Ascertain effective strategies for responding to students’ off-task behaviour

    • Introduction

    This chapter and the preceding chapter describe the various ways in which you might manage your classroom. Chapter 8 introduced some of the main theoretical frameworks for classroom management and how these connect to teaching and learning practices. In this chapter, we extend the discussion by considering classroom management in relation to creating engaging and motivating learning environments. Engagement and motivation are essential to young people's success in various educational contexts, including early years, primary and secondary settings, and they can only occur in positive learning environments. Establishing and fostering such environments through effective classroom management is a source of concern for many preservice teachers, and will continue to be as teachers progress throughout their career. This chapter provides an overview of various proactive strategies that serve to promote positive teaching and learning environments along with strategies for responding to student disengagement or off-task behaviour. Positive student–teacher relationships will also be described as an essential component for engaging and motivating students’ learning.

    Classroom management, behaviour management and discipline are terms that are often used interchangeably. As described in Chapter 8, classroom management is defined as encapsulating ‘teacher actions and instructional techniques to create a learning environment that facilitates and supports active engagement in both academic and social and emotional learning’ (McDonald, 2013, p. 20). This definition is chosen because of its holistic nature; it incorporates effective teaching practices that promote deep learning and engagement, validates positive and caring teacher–student relationships, and highlights the need to identify and address young people's social and emotional needs. Finally, this definition is useful as it acknowledges that classroom management is complex and is much more than merely establishing rules and rewards to control student behaviour.

    OPENING VIGNETTE

    It's your first placement in a busy urban school. You have been assigned a mentor who, while very experienced, appears somewhat jaded and tired. Once the bell rings, the students wait noisily outside the classroom; many swear in jest to each other and jostle to enter.

  • Engaging Undergraduates in Informal Learning Experiences

  • Bruce J. MacFadden
  • Journal:
    The Paleontological Society Special Publications / Volume 12 / 2012
    Published online by Cambridge University Press:
    26 July 2017, pp. 247-256
    Print publication:
    2012

  • Undergraduate paleontology education typically consists of formal coursework involving the classroom, laboratory, and field trips. Other opportunities exist within informal science education (ISE) that can provide students with experiences to broaden their undergraduate education. ISE includes out-of-school, “free-choice,” and/or lifelong learning experiences in a variety of settings and media, including museums, science and nature centers, national and state parks, science cafes, as well as an evergrowing variety of web-based activities. This article discusses ISE as it pertains to university paleontology education and presents examples. Students can participate in the development and evaluation of exhibits as well as assist in the implementation of museum-related educational programs with paleontological content. They also can work or intern as explainers either “on the floor” of museums, or as interpreters at science-related parks. ISE-related activities can also provide opportunities to engage in citizen science and other outreach initiatives, e.g., with undergraduates assisting in fossil digs with public (volunteer) participation and giving talks to fossil clubs. During these activities, students have the opportunity to communicate about controversial topics such as evolution, which is neither well understood nor universally accepted by the general public. Engagement in these kinds of activities provides students with a combination of specialized STEM content (paleontology, geology) and ISE practice that may better position them to pursue nontraditional careers outside of the academic arena. Likewise, for students intending to pursue an academic career, ISE activities make undergraduate students better equipped to conduct Broader Impact activities as early career professionals.

  • Conclusion - Creating purposeful, optimistic learning engagements

  • from Part 4 - Agents of change and student wellbeing
  • Tarquam McKenna, Victoria University of Technology, Melbourne, Marcelle Cacciattolo, Victoria University of Technology, Melbourne, Mark Vicars, Victoria University of Technology, Melbourne
  • Book:
    Engaging the Disengaged
    Published online:
    06 August 2018
    Print publication:
    17 January 2013, pp 223-232

  • Summary

    Learning objectives

  • To understand issues central to the lives of a diverse student population.

  • To consider how pre-service teachers can work with students who are the least advantaged in respectful and collaborative ways.

  • To deliberate on what constitutes ‘inclusive’ and ‘successful’ schooling outcomes.

  • To consider how students from minority backgrounds can be effectively engaged in schooling.

    • Introduction

    The needs of students from diverse backgrounds are discussed in this book. So too are conversations around what it means for educational practitioners to examine and critique notions of identity formation for learners who are the least advantaged. Throughout the course of this book, questions including the following have arisen: What does it mean to be part of the life space of a school while simultaneously belonging to ‘another’ ethnicity or ‘other’ cultural backgrounds? What are the indicators that tell us that young people are more or less engaged with learning? For students, the notion of belonging should come with the affirmation that their lifeworlds are valued in all aspects of schooling. In turn, teachers need to recognise that such a viewpoint can lead to an appreciation of the arbitrariness of at least part of what we take for granted about ourselves. We as teachers need to come to the realisation that from within another’s gaze or frame of reference, things we take for granted look quite different. Challenging the gaze of difference and negative labelling involves a critical reflection about one’s own identity as a teacher and an exploration of positions of power that feed our own boundaries of ‘otherness’. The chapters in this book are intended to encourage an appreciation of those critical questions about where difference and engagement originate. We want to orientate teachers towards effective critiquing of the ways in which socially just pedagogical and schooling practices can transform notions of being, belonging and becoming.

  • 28 - Motivation and Cognitive Engagement in Learning Environments

  • Edited by R. Keith Sawyer, Washington University, St Louis
  • Book:
    The Cambridge Handbook of the Learning Sciences
    Published online:
    05 June 2012
    Print publication:
    24 April 2005, pp 475-488

  • Summary

    When learning environments are based on learning sciences principles (e.g. project, problem, and design approaches), they are more likely to be motivating for students. The principles – such as authenticity, inquiry, collaboration, and technology – engage learners so that they will think deeply about the content and construct an understanding that entails integration and application of the key ideas of the discipline. For a learning sciences approach to work, students must invest considerable mental effort and must persist in the search for solutions to problems. In many ways, newly designed environments based on learning sciences principles require students to be more motivated than do traditional environments (Blumenfeld et al., 1991). Although there is evidence that students respond positively to these learning environments (Hickey, Moore, & Pellegrino, 2001; Mistler-Jackson & Songer, 2000), it remains unclear whether students are willing to invest the time and energy necessary for gaining the desired level of understanding. Many classroom activities in which students enthusiastically participate do not necessarily get students cognitively engaged.

    The concept of cognitive engagement couples ideas from motivation research with ideas regarding learning strategy use. It includes students' willingness to invest and exert effort in learning, while employing the necessary cognitive, metacognitive, and volitional strategies that promote understanding (Fredricks, Blumenfeld, & Paris, 2004). The use of strategies can be superficial or deep. Superficial cognitive engagement involves the use of memory and elaboration strategies.

  • IV. Response: Contemplative Pedagogy as Engaged Learning

  • Reid B. Locklin
  • Journal:
    Horizons / Volume 46 / Issue 1 / June 2019
    Published online by Cambridge University Press:
    15 May 2019, pp. 134-139
    Print publication:
    June 2019

  • I am grateful to be given the opportunity to read and to respond to these rich reflections on the practice of contemplative pedagogy. Like Maureen Walsh, and possibly Brian Robinette before his sabbatical transformation, I have usually identified myself as a member of the “loyal opposition” of this particular teaching tool. I have tried to remain grudgingly attentive to its strongest advocates in the comparative theology circles in which I travel, while at the same time shaking my head and sighing a bit to myself at what I perceive as a wild-eyed enthusiasm bordering on evangelism. It probably does not help that I am not personally prone to contemplative experience, nor that the Hindu paraṃparā with which I have associated for several decades has, at least in part, constructed its distinctive teaching tradition as a critique of meditative experience (anubhava) as means or end of liberation.

The Cambridge Handbook of Service Learning and Community Engagement
  • Edited by Corey Dolgon, Tania D. Mitchell, Timothy K. Eatman
  • Published online:
    23 February 2017
    Print publication:
    01 February 2017
  • With contributions from leading experts across disciplinary fields, this book explores best practices from the field's most notable researchers, as well as important historically based and politically focused challenges to a field whose impact has reached an important crossroads. The comprehensive and powerfully critical analysis considers the history of community engagement and service learning, best teaching practices and pedagogies, engagement across disciplines, and current research and policies - and contemplates the future of the field. The book will not only inform faculty, staff, and students on ways to improve their work, but also suggest a bigger social and political focus for programs intended to seriously establish democracy and social justice in their communities and campuses.

  • Engagement with learning: Adolescent perceptions of self and school

  • Mary D. Ainley
  • Journal:
    The Australian Educational and Developmental Psychologist / Volume 11 / Issue 1 / May 1994
    Published online by Cambridge University Press:
    29 October 2015, pp. 15-23
    Print publication:
    May 1994

  • Student motivation as an organised system of relations between the self and learning involves a set of beliefs and intentions that function as motives for action. The present research programme proposes that students in formal leaming settings come equipped with particular views of what school learning is all about, the purpose of their learning, and of themselves as learners. Findings from a longitudinal study investigating student motivation as expressed in curiosity and approaches to school learning are described. The ways adolescents connect themselves (or fail to connect themselves) with their learning are examined in two cohorts of female students assessed in Years 7, 9, and 11.

  • Engaging Engineering Students through Active and Cooperative Learning

  • Emily Allen
  • Journal:
    MRS Bulletin / Volume 25 / Issue 7 / July 2000
    Published online by Cambridge University Press:
    31 January 2011, pp. 66-67
    Print publication:
    July 2000
    • Article
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  • Contemporary Dance at University: A Vessel for Creative Engagement with Learning

  • Carol Anderson
  • Journal:
    Congress on Research in Dance / Volume 41 / Issue S1 / 2009
    Published online by Cambridge University Press:
    04 January 2013, pp. 117-121
    Print publication:
    2009

  • Guiding dancers toward embodied experience, full engagement with their own physicality, awareness, and intention have been constant aims of my teaching over the course of forty years. Do students in the university program where I now teach “get it”? With a current technique class, I have investigated—through journaling and discussion—students' expectations around the “power structure” of dance class, how they perceive their sense of responsibility to their own training, and whether and how they evolve in making passionate choices and engaging deeply with dancing (albeit somewhat subversively) within the academic setting.

  • 29 - An Integrative Perspective for Studying Motivation in Relation to Engagement and Learning

  • from Part VI - Methods, Measures, and Perspective
  • K. Ann Renninger, Swarthmore College, Pennsylvania, Suzanne E. Hidi, University of Toronto
  • Book:
    The Cambridge Handbook of Motivation and Learning
    Published online:
    15 February 2019
    Print publication:
    14 February 2019, pp 739-758

  • Summary

    Several decades of research highlight the benefits of various motivational beliefs (e.g., perceived competence, achievement goals, task value) in supporting students’ learning and engagement. Much of this research utilizes a variable-focused approach, examining how different forms of motivation uniquely and independently predict educational outcomes. In contrast, a person-oriented approach allows one to examine how motivational processes combine to shape academic engagement and achievement. Person-oriented approaches are especially promising in that they allow one to simultaneously consider variations in several motivational indicators to better understand the multiple ways that students utilize motivational resources to support engagement and achievement. This chapter presents an integrative, person-oriented approach to studying student motivation. Specifically, the approach (1) draws from multiple theoretical perspectives to operationalize motivation, and (2) utilizes person-oriented analyses to model how motivational components combine to shape learning and engagement. Based on prior research and our own work, preliminary conclusions regarding what motivates students and which combinations of motivation are most and least adaptive are discussed. Implications for translating integrative research into effective classroom practices to support student motivation are considered.

  • Lessons Learned: Community Engagement in Emergencies in Puerto Rico

  • Irene Lafarga Previdi, Carmen M. Vélez Vega, Ana C. Guzzi Vasques, Emma Fernández Repollet, Héctor R. Torres Zayas, Akram Alshawabkeh, José F. Cordero
  • Journal:
    Disaster Medicine and Public Health Preparedness / Volume 17 / 2023
    Published online by Cambridge University Press:
    27 March 2023, e367
    • Article
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      • Open access
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  • Objective:

    To describe the importance of community engagement from research projects and research centers in times of disasters or emergencies, using the case of Puerto Rico in recent years (2017 - 2022) as an example.

    Methods:

    First, research participants and stakeholders from local community and health organizations were contacted via email and phone calls after each emergency to assess their immediate needs. Second, needs were classified in categories (materials, educational resources, service referrals, and collaborations). Finally, delivery of support was coordinated in a timely manner whether in person or online.

    Results:

    Activities were conducted such as handing out materials, providing educational resources, contacting participants, and stakeholders, as well as coordinating collaboration with community and organizations.

    Conclusion:

    Several lessons were learned from our experiences related to Puerto Rico’s recent emergencies as well as some relevant recommendations for future disasters. The efforts presented illustrate the importance of community engagement from academic institutions in disasters. Research centers and research projects, particularly those with community engagement components, should consider providing support in the preparedness phase as well as the recovery phase if necessary. Community engagement in emergencies is crucial to recovery efforts as well as fostering empowerment and making an impact on individual and societal levels.

  • Problem-Based Learning and Civic Engagement—Shifting the Focus of Learning in Public Policy Education

  • Chris McInerney, Maura Adshead
  • Journal:
    PS: Political Science & Politics / Volume 46 / Issue 3 / July 2013
    Published online by Cambridge University Press:
    21 June 2013, pp. 630-636
    Print publication:
    July 2013
    • Article
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  • This article describes the development of an innovative teaching method to help political science students deepen their comprehension of public policy through engaging with real world scenarios. It describes the development of a constructivist learning environment (CLE) (Jonassen, 1999) for students in a postgraduate public policy module, fashioned by integrating a problem-based learning (PBL) approach with civic engagement processes. The article concludes by examining the potential of this approach as a teaching method and reflecting on student and staff feedback as well as on benefits described by partner organizations and the broader public.

  • Service Learning and Community Engagement: A Comparison of Three National Contexts

  • Ann Marie Thomson, Antoinette R. Smith-Tolken, Anthony V. Naidoo, Robert G. Bringle
  • Journal:
    Voluntas: International Journal of Voluntary and Nonprofit Organizations / Volume 22 / Issue 2 / June 2011
    Published online by Cambridge University Press:
    01 January 2026, pp. 214-237

  • One of the presumptions of a well-functioning, viable democracy is that citizens participate in the life of their communities and nation. The role of higher education in forming actively engaged citizens has long been the focus of scholarly research, but recently an active debate has emerged concerning the role of service as a third core function of institutions of higher learning. Service learning (SL), a teaching approach that extends student learning beyond the classroom, is increasingly seen as a vehicle to realize this third core function. By aligning educational objectives with community partners’ needs, community service is meant to enhance, among other objectives, reciprocal learning. Although the term and its associated activities originated in the United States (US), theoretical debates linking civic engagement and education extend far beyond the US context. Nevertheless, research on SL as a distinctive pedagogical approach remains a nascent field. A significant gap exists in the literature about what this pedagogical approach seeks to achieve (in nature and in outcomes) and how it is construed in non-western contexts. Using a comparative analysis across three widely different contexts, this article explores the extent to which these differences are merely differences in degree or whether the differences are substantive enough to demand qualitatively different models for strengthening the relationship between higher education and civil society.

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