Building School Victories Through Dynamic School Engagement

Presentation Transcript

Building School Successes Through Active School Engagement Michael J. Furlong Grace St. Jean Jenne Simental Alicia Soliz

Contact Information Michael Furlong Center for School-Based Youth Development Gevirtz Graduate School of Education Santa Barbara, CA 93106 mfurlong@education.ucsb.edu www.education.ucsb.edu/c4sbyd UCSB

Teacher Support and the School Engagement of Latino Middle and High School Students at Risk of School Failure Teachers applied a critical impact on school engagement, past the impact of parental support for Latino understudies   Child and Adolescent Social Work Journal, February 2004, 21, 47-67. UCSB

Engaging Schools: Fostering High School Students' Motivation to Learn www.nap.edu/list/10421.html For some understudies, the school experience is unoriginal and unessential to their certifiable battles. When understudies get to be separated from learning, they extraordinarily increment their odds for dropping out, in this manner decreasing their capacity to discover compensating vocations. UCSB

CSP Journal Volume 8 2003 School Engagement Special Issue UCSB

Purpose Intention of building up a typical phrasing to all the more proficiently arrange research and practice Three unmistakable viewpoints mental instructive formative Four principle settings Student Peer Classroom School Support endeavors to advance positive understudy results, increment psychosocial capability and adequacy, and advance life–long learning UCSB

Student Needs Attachments = key human need (Baumeister & Leary, 1995) Schools are a vital setting for: social connections creating positive social abilities UCSB

Benefits of School Engagement Reduction of: substance mishandle melancholy reserved conduct dropping out Positively connected to: scholarly accomplishment school wellbeing positive formative results UCSB

Perspective on School Engagement Maddox & Prinz Model (2002) Psychological condition that goes about as a cushion against life challenges Focused on counteractive action of degenerate conduct Finn's Model (1989, 1992) Two segments: Participation: everyday practices connected with the understudy's part in school Involvement: sense or sentiment contribution Natural result of behavioral inclusion in school exercises UCSB

History of School Engagement Concern for understudy withdrawal A potential defensive variable against dropping out Three segments: Behavioral Emotional Cognitive UCSB

Engagement Model UCSB

Student Context UCSB

Student Context Behavioral Affective Cognitive UCSB

Behavioral Component 1 st Level Conformity to classroom and school standards Being readied Paying consideration 2 nd Level Student activity Enthusiasm Time spent on work 3 rd Level Extracurricular exercises Social exercises Finn and Rock (1997) UCSB

Affective Component Level of passionate reaction Research examines full of feeling having a place in connection with schools, companions, and educators Related to understudy's sentiments of self-viability UCSB

Cognitive Component Level of speculation or assessing understudy connection to class Developing convictions Assessing Appraisals Perceptions of understudy/school associations Linked to: Goal introduction Academic self-adequacy Academic accomplishment UCSB

Peer Context UCSB

Peer Influence on Academic Engagement 1. Social-enthusiastic variables 2. Scholastic inspiration and achievement 3. Peer gatherings and interpersonal organizations UCSB

Socio-passionate Factors Peer acknowledgment enthusiastic prosperity level of understudy intrigue (Wentzel, 1991) trouble = understudy's enthusiasm for school. trouble = tension, wretchedness, low self-regard, and low levels of prosperity. UCSB

Academic Motivation and Success Perceived support and impression of companion scholastic values by implication impacts inspiration. Peer acknowledgment  Pursuit of scholastic and prosocial objectives Prosocial objectives are a more intense indicator of companion acknowledgment than is the quest for associate related social objectives Peer scholarly qualities are frequently to a lesser extent an indicator of school having a place, and a more grounded indicator of inspiration (Goodenow & Grady, 1993). UCSB

Peer Groups and Social Networks Having dear fellowships GPA (Wentzel & Caldwell, 1997). Social fitness to socially mindful conduct (Wentzel, 1991). UCSB

Peer Groups and Social Networks cont. Sociometric scales are utilized to separate understudies into gatherings: a. prevalent those understudies loved by most companions and instructors, • saw as great understudies by their associates, frequently have higher GPAs b. dismissed those understudies regularly overlooked by associates and educators, • more elevated amounts of school inspiration, saw by instructors to be more autonomous, less rash, exhibit more suitable classroom conduct, favored more by educators • not assigned as "great understudies' by companions UCSB

Peer Groups and Social Networks cont. c. r launched out — those understudies effectively disdained by most associates • favored less by teachers,perceived by schoolmates as not being great understudies • forceful and non-forceful sorts: the forceful rejected understudies are more rejected by peers d. dubious — those understudies enjoyed and despised by companions • less preferred by instructors (Wentzel &Aher, 1995). UCSB

Peer Groups and Social Networks cont. Peer systems = Victimization by spooks Supportive informal organization = defensive component (Pellegrini & Bartini, 2000) www.stopbullyingnow.hrsa.gov UCSB

Classroom Influence UCSB

The Classroom Context Classroom as a group Teacher–student connections Mutual regard Cooperative learning UCSB

Classroom as a Community Student's discernment that she or he is an individual from a positive learning environment. Connected to encountering happiness regarding class, preferring for school, and undertaking introduction. Variables that can expand understudies' feeling of being a piece of a positive learning group steady student–teacher relationship shared regard inside the classroom helpful learning UCSB

Teacher–Student Relationships Students' view of their instructors as strong is connected with: Decreases in problematic conduct Increase in understudy saw effective communications with their educators Increase in social viability with instructors & peers Positive understudy influence when in school Predicted enthusiasm for classes, quest for objectives, & adherence to classroom tenets and standards Feelings of understudy having a place UCSB

Mutual Respect When educators elevate and urge understudies to regard each other in a manner that realizes attestation of thoughts without affront. The classroom will probably have a positive learning environment in which understudies feel just as they are an invited part. UCSB

Cooperative Learning "An way to deal with scholarly direction in which youngsters cooperate to help each other learn and have chances to experience and practice such prosocial values as reasonableness, accommodation, obligation, and circumspection." Watson, Solomon, Battistich, Schaps, and Soloman, (1989) UCSB

Importance of Cooperative Learning A requirement for schools to de–emphasize current practices of individualization and rivalry among understudies. (Osterman, 2000) Students who see an accentuation on rivalry will probably: Feel self–conscious in scholarly circumstances Experiences nervousness Decrease nature of scholastic execution UCSB

Classrooms inside Schools Classroom working is at the center of understudy's scholarly engagement. Schools, obviously, comprise of classrooms, however schools as elements are a great deal more than the total of the considerable number of classes. UCSB

School Context UCSB

School Context School Climate Physical Environment Regulatory Environment UCSB

Physical Environment School estimate Number Physical design Racial-ethnic structure UCSB

Physical Environment School measure Larger school estimate offers more choices to understudies regarding classes, administrations, and social open doors. Littler school measure = higher participation midpoints Conclusion Moderate-sized school enlistment = more elevated amounts of school engagement. UCSB

Physical Environment cont. Racial and Ethnic Composition Minority gatherings may encounter "generalization risk" circumstances in which an individual trusts that his or her execution will be judged in routes steady with winning generalizations of their gathering or status. (Steele & Aronson, 1995) Greater reports of engagement have been found among minority gatherings of understudies going to transcendently minority schools. Different studies have found that no distinctions in engagement in racially incorporated schools . UCSB

Regulatory Environment School Structure Discipline Rules security Highly organized situations with elevated standards for understudies' conduct has been decidedly connected with school engagement. Brutal and unbending disciplinary principles have been adversely connected with school engagement. UCSB

Regulatory Environment cont. Zero Tolerance Policies Originally produced for military utilize Each offense is rebuffed with a suspension or ejection paying little mind to level of seriousness Schools with zero resistance strategies have not been observed to be more secure or more secure than different schools Rigid teach arrangements send message that understudies are undesirable at school and result in removals and drop-outs. UCSB

Conclusion UCSB

A couple Take Away Ideas Can you live without school engagement? Group inclusion streams from school contribution? If necessary, what level is negligible? What is ideal? How schools engag