全部 标题 作者
关键词 摘要

OALib Journal期刊
ISSN: 2333-9721
费用:99美元

查看量下载量

相关文章

更多...

Improving Student Engagement While Understanding the Relevance of Social Status and Inequalities with a School Context

DOI: 10.4236/ce.2022.1312242, PP. 3801-3810

Keywords: Socio-Economic Status (SES), Student Engagement, Motivation, Ethnicity, Gender, Culture, Identity-Based Model (IBM)

Full-Text   Cite this paper   Add to My Lib

Abstract:

Motivation is an essential and integral part in improving student engagement in any given school context. Therefore, this study aims to find out countermeasures to improve student engagementbygiving importance to factors such as culture, ethnicity, gender and social perspectives.

References

[1]  Abeysekera, L., & Dawson, P. (2014). Motivation and Cognitive Load in the Flipped Classroom: Definition, Rationale and a Call for Research. Higher Education Research & Development, 34, 1-14.
https://doi.org/10.1080/07294360.2014.934336
[2]  Ai, B., Kostogriz, A., Wen, D., & Wang, L. (2018). Student Presentations as a Means of Teaching and Learning English for Specific Purposes: An Action Research Study. Teaching in Higher Education, 25, 223-237.
https://doi.org/10.1080/13562517.2018.1557136
[3]  Akin, I., & Radford, L. (2018). Exploring the Development of Students’ Self-Esteem and Resilience in Urban schools. Contemporary Issues in Education Research (CIER), 11, 17-24.
https://doi.org/10.19030/cier.v11i1.10118
[4]  Bart, S., & Maarten, V. (2011). When Is Identity Congruent with the Self? A Self-Deter- mination Theory Perspective. In S. J. Schwartz, K. Luyckx, & V. L. Vignoles (Eds.), Handbook of Identity Theory and Research (pp. 381-402). Springer.
https://biblio.ugent.be/publication/1992812/file/6764753.pdf
https://doi.org/10.1007/978-1-4419-7988-9_17
[5]  Benyohai, M. (2019). Ditch Marks and Grades by Using These Time-Saving Methods. How to Give Effective, Descriptive Feedback.
https://edu.rsc.org/feature/give-effective-descriptive-feedback/3010742.article
[6]  Burnette, J. (2019). Strategies for Teaching Culturally Diverse Students.
https://www.teachervision.com/teaching-strategies/strategies-teaching-culturally-diverse-students
[7]  Chernoff, C. (2013). Conflict Theory of Education. In J. Ainsworth (Ed.), Sociology of Education: An A-to-Z Guide (pp. 145-147). SAGE Publications.
[8]  Cheung, C.-K., Cheung, H. Y., & Hue, M.-T. (2016). Educational Contributions to Students’ Belongingness to the Society, Neighbourhood, School and Family. International Journal of Adolescence and Youth, 22, 226-237.
https://doi.org/10.1080/02673843.2016.1157827
[9]  Colquhoun, S., & Dockery, A. M. (2012). The Link between Indigenous Culture and Wellbeing: Qualitative Evidence for Australian Aboriginal Peoples. The Centre for Labour Market Research, 1, 1-29.
http://www.ncsehe.edu.au/wp-content/uploads/2013/09/2012.01_LSIC_qualitative_CLMR1.pdf
[10]  Croizet, J.-C., Autin, F., Goudeau, S., Marot, M., & Millet, M. (2019). Education and Social Class: Highlighting How the Educational System Perpetuates Social Inequality. In J. Jetten, & K. Peters (Eds.), The Social Psychology of Inequality (pp. 139-152). Springer.
https://doi.org/10.1007/978-3-030-28856-3_9
[11]  Donnelly, K. (2014). Social Class Affects School Achievement Less than You Think.
https://theconversation.com/social-class-affects-school-achievement-less-than-you-think-23973
[12]  Elmore, K. C., & Oyserman, D. (2012). If ‘We’ Can Succeed, ‘I’ Can Too: Identity-Based Motivation and Gender in the Classroom. Contemporary Educational Psychology, 37, 176-185.
https://doi.org/10.1016/j.cedpsych.2011.05.003
[13]  Fisher, O., O’Donnell, S. C., & Oyserman, D. (2017). Social Class and Identity-Based Motivation. Current Opinion in Psychology, 18, 61-66.
https://doi.org/10.1016/j.copsyc.2017.07.035
[14]  Francis, B., Hodgen, J., Craig, N., Taylor, B., Archer, L., Mazenod, A., Tereshchenko, A., & Connolly, P. (2019). Teacher ‘Quality’ and Attainment Grouping: The Role of within-School Teacher Deployment in Social and Educational Inequality. Teaching and Tea- cher Education, 77, 183-192.
https://doi.org/10.1016/j.tate.2018.10.001
[15]  Horowitz, E., Sorensen, N., Yoder, N., & Oyserman, D. (2018). Teachers Can Do It: Scalable Identity-Based Motivation Intervention in the Classroom. Contemporary Educational Psychology, 54, 12-28.
https://doi.org/10.1016/j.cedpsych.2018.04.004
[16]  Huebner, T. A. (2010). What Research Says about.../Differentiated Learning. Meeting Students Where They Are, 67, 79-81.
http://www.ascd.org/publications/educational-leadership/feb10/vol67/num05/Differentiated-Learning.aspx
[17]  Jang, H., Kim, E. J., & Reeve, J. (2012). Longitudinal Test of Self-Determination Theory’s Motivation Mediation Model in a Naturally Occurring Classroom Context. Journal of Educational Psychology, 104, 1175-1188.
https://doi.org/10.1037/a0028089
[18]  Jong, M. S.-Y. (2017). Empowering Students in the Process of Social Inquiry Learning through Flipping the Classroom. Educational Technology & Society, 20, 306-322.
https://creativecommons.org/licenses/by-nc-nd/3.0/
[19]  Juma, S., Lehtomaki, E., & Naukkarinen, A. (2017). Scaffolding Teachers to Foster Inclusive Pedagogy and Presence through Collaborative Action Research. Educational Action Research, 25, 720-736.
https://doi.org/10.1080/09650792.2016.1266957
[20]  Kingsley, J., Townsend, M., Henderson-Wilson, C., & Bolam, B. (2013). Developing an Exploratory Framework Linking Australian Aboriginal Peoples’ Connection to Country and Concepts of Wellbeing. International Journal of Environmental Research and Public Health, 10, 678-698.
https://doi.org/10.3390/ijerph10020678
[21]  Kleeman, G. (2012). Towards a More Inclusive Curriculum: The Perspectives of Aboriginal and Torres Strait Islander Peoples in Geography Curriculum Documents. Geographical Education, 25, 24-28.
[22]  Lewthwaite, B. E., Osborne, B., Lloyd, N., Boon, H., Llewellyn, L., Webber, T. et al. (2015). Seeking a Pedagogy of Difference: What Aboriginal Students and Their Parents in North Queensland Say about Teaching and Their Learning. Australian Journal of Teacher Education, 40, Article 8.
https://doi.org/10.14221/ajte.2015v40n5.8
[23]  Lloyd, N. J., Lewthwaite, B., Osborne, B., & Boon, H. (2015). Effective Teaching Practices for Aboriginal and Torres Strait Islander Students: A Review of the Literature. Australian Journal of Teacher Education, 40, Article 1.
https://doi.org/10.14221/ajte.2015v40n11.1
[24]  Lovett, R. (2016). Aboriginal and Torres Strait Islander Community Wellbeing: Identified Needs for Statistical Capacity. In T. Kukutai, & J. Taylor (Eds.), Research Indigenous Data Sovereignty: Toward an Agenda (pp. 213-231). The Australian National University Press.
https://doi.org/10.22459/CAEPR38.11.2016.12
[25]  Lynch, M. (2015). Six Ways Teachers Can Foster Cultural Awareness in the Classroom.
https://www.theedadvocate.org/6-ways-teachers-can-foster-cultural-awareness-in-the-classroom/
[26]  Marks, G. N. (2016). Cross-National Differences and Accounting for Social Class Inequalities in Education. International Sociology, 20, 483-505.
https://doi.org/10.1177/0268580905058328
[27]  Masters, G., & Adams, R. (2018). What Is Equity in Education? Australian Council of Educational Research.
https://www.teachermagazine.com.au/columnists/geoff-masters/what-is-equity-in-education
[28]  Maxwell, J., Lowe, K., & Salter, P. (2018). The Re-Creation and Resolution of the ‘Problem’ of Indigenous Education in the Aboriginal and Torres Strait Islander Cross-Cur- riculum Priority. The Australian Educational Researcher, 45, 161-177.
https://doi.org/10.1007/s13384-017-0254-7
[29]  McConney, A., & Perry, L. B. (2010). Science and Mathematics Achievement in Australia: The Role of School Socioeconomic Composition in Educational Equity and Effectiveness. International Journal of Science and Mathematics Education, 8, 429-452.
https://doi.org/10.1111/spc3.12426
[30]  McLeod, S. (2018). Erik Erikson’s Stages of Psychosocial Development.
https://www.simplypsychology.org/Erik-Erikson.html
[31]  McQueen, K. (2009). Social Class and Australian Schooling. In I. Soliman (Ed.), Interrogating Common Sense: Teaching for Social Justice (pp. 47-74). Pearson Education Australia.
[32]  Moore-Berg, S. L., & Karpinski, A. (2019). An Intersectional Approach to Understanding How Race and Social Class Affect Intergroup Processes. Social and Personality Psychology Compass, 13, e12426.
https://doi.org/10.1111/spc3.12426
[33]  Oyserman, D. (2008). Racial-Ethnic Self-Schemas: Multi-Dimensional Identity-Based Motivation. Journal of Research in Personality, 42, 1186-1198.
https://doi.org/10.1016/j.jrp.2008.03.003
[34]  Oyserman, D., Johnson, E., & James, L. (2011). Seeing the Destination but Not the Path: Effects of Socioeconomic Disadvantage on School-Focused Possible Self Content and Linked Behavioral Strategies. Self Identity, 10, 474-492.
https://doi.org/10.1080/15298868.2010.487651
[35]  Pantziara, M., & Philippou, G. N. (2013). Students’ Motivation in the Mathematics Classroom. Revealing Causes and Consequences. International Journal of Science and Mathematics Education, 13, S385-S411.
https://doi.org/10.1007/s10763-013-9502-0
[36]  Papaoikonomou, A. (2017). The Impact of Political Socialization on Students’ Behavior: Empirical Research in Schools of Central Macedonia in Greece. International Journal of Educational Research Review, 2, 1-10.
https://doi.org/10.24331/ijere.327468
http://ikee.lib.auth.gr/record/316248/files/Antonis%20Papaoikonomou%20et%20al.pdf
[37]  Patall, E. A., Pituch, K. A., Steingut, R. R., Vasquez, A. C., Yates, N., & Kennedy, A. A. U. (2019). Agency and High School Science Students’ Motivation, Engagement, and Classroom Support Experiences. Journal of Applied Developmental Psychology, 62, 77-92.
https://doi.org/10.1016/j.appdev.2019.01.004
[38]  Pearce, J., Down, B., & Moore, E. (2008). Social Class, Identity and the ‘Good’ Student: Negotiating University Culture. Australian Journal of Education, 52, 257-271.
https://doi.org/10.1177/000494410805200304
[39]  Perry, L. (2017). Educational Disadvantage Is a Huge Problem in Australia—We Can’t Just Carry on the Same.
https://theconversation.com/educational-disadvantage-is-a-huge-problem-in-australia-we-cant-just-carry-on-the-same-74530
[40]  Perry, L. (2018). To Reduce Inequality in Australian Schools, Make Them Less Socially Segregated.
https://theconversation.com/to-reduce-inequality-in-australian-schools-make-them-less-socially-segregated-95034
[41]  Peters, M. A. (2019). Interview with Kevin Harris. Educational Philosophy and Theory, 53, 209-216.
https://doi.org/10.1080/00131857.2019.1692481
[42]  Quist, M. (2019). Positive Behavior Support: Strategies & Examples.
https://study.com/academy/lesson/positive-behavior-support-strategies-examples.html
[43]  Reeve, J., & Lee, W. (2014). Students’ Classroom Engagement Produces Longitudinal Changes in Classroom Motivation. Journal of Educational Psychology, 106, 527-540.
https://doi.org/10.1037/a0034934
[44]  Schleicher, A. (2017). Better Education Outcomes for Indigenous Students.
https://www.teachermagazine.com.au/articles/better-education-outcomes-for-indigenous-students
[45]  Sharma, K. K. (2015). Social Inequality in India, Social Development, and Globalization. Indian Journal of Management & Economics, 5, 100-103.
https://zenodo.org/record/1196739#.X2sbXJMza8o
[46]  Sriprakash, A., & Proctor, H. (2013). Social Class and Inequality. In A. Welch, R. Connell, N. Mockler et al. (Eds.), Education Change and Society (3 ed., pp. 79-98). Oxford University Press.
[47]  Starmans, C., Sheskin, M., & Bloom, P. (2017). Why People Prefer Unequal Societies. Nature Human Behaviour, 1, Article No. 0082.
https://doi.org/10.1038/s41562-017-0082
[48]  Thompson, S. (2020). How Do Australian Students See Their Teachers?
https://www.teachermagazine.com.au/columnists/sue-thomson/how-do-australian-students-see-their-teachers
[49]  Urdan, T., & Schoenfelder, E. (2006). Classroom Effects on Student Motivation: Goal Structures, Social Relationships, and Competence Beliefs. Journal of School Psychology, 44, 331-349.
https://doi.org/10.1016/j.jsp.2006.04.003
[50]  Vecchione, M., Alessandri, G., & Marsicano, G. (2014). Academic Motivation Predicts Educational Attainment: Does Gender Make a Difference? Learning and Individual Differences, 32, 124-131.
https://doi.org/10.1016/j.lindif.2014.01.003
[51]  Wheelahan, L. (2009). Do Educational Pathways Contribute to Equity in Tertiary Education in Australia? Critical Studies in Education, 50, 261-275.
https://doi.org/10.1080/17508480903156854
[52]  Wilson, S. D. (2018). Implementing Co-Creation and Multiple Intelligence Practices to Transform the Classroom Experience. Contemporary Issues in Education Research (CIER), 11, 127-132.
https://doi.org/10.1016/j.chb.2016.12.085
[53]  Yilmaz, R. (2017). Exploring the Role of E-Learning Readiness on Student Satisfaction and Motivation in Flipped Classroom. Computers in Human Behavior, 70, 251-260.
https://doi.org/10.1016/j.chb.2016.12.085
[54]  Zajda, J. (2018). Motivation in the Classroom: Creating Effective Learning Environments. Educational Practice and Theory, 40, 85-103.
https://doi.org/10.7459/ept/40.2.06

Full-Text

Contact Us

service@oalib.com

QQ:3279437679

WhatsApp +8615387084133