Reimagining Student Engagement: From Disrupting to Driving

ISBN-13: 9781071880302 / Angielski / Miękka / 2022 / 176 str.

Amy Elizabeth Berry

Opis

Instead of disruptions, avoidance, and withdrawal, your learners could be participating, investing, and driving their learning experience. It s time to reimagine student engagement!

Focused around three essential goals, Reimagining Student Engagement develops a new vocabulary for real classrooms, proposes an engagement model positioning students as active partners in the learning process, and embeds the concept of engagement into the teaching and learning process. Inside you ll find:

• Reflection prompts that connect ideas to experiences
• Vignettes illustrating common conceptions of engagement as well as challenges
• Case studies showcasing real teachers using engagement strategies with learners
• Practical classroom strategies and tips for application

 

Recenzje

"Engagement is not an either/or situation. In this book, Amy Berry describes a continuum of engagement that can be taught to students so that they can monitor and adjust the choices they make to engage. As students learn to drive their leaning, they become active agents in their education and develop strong self-regulation strategies. In doing so, they learn more and better and are able to reach the high expectations they, their families, and educators have for them." Doug Fisher, PhD 20220526

Spis treści

Introduction: Why Engagement?
Chapter 1: What Do We Mean By Engagement? The Illusion of Consensus
Chapter 2: Engagement as a Partnership
Chapter 3: Developing A Process for Engagement
Chapter 4: Let's Get Engaged!
Chapter 5: Let's Tackle Disengagement!
Chapter 6: Peers as Partners in Engagement
Chapter 7: Cultivating a Culture of Engagement

O autorze

Dr. Amy Berry is the author of Re-imagining Student Engagement: From Disrupting to Driving to be published by Corwin Press in late 2022. She is a Research Fellow at the Australian Council for Educational Research and an Honorary Fellow at the University of Melbourne. Amy began her career as a primary school teacher in Queensland before returning to university to complete a Master's of Education (Research). Having developed a passion for research, she went on to complete her Ph.D. looking at teacher perspectives on student engagement and their approaches to engaging students in classroom learning. Amy has extensive experience working with pre-service and practicing teachers to develop their skills in classroom-based assessment and evidence-based practice. She has designed numerous professional learning programs for teachers, including programs on formative assessment, student engagement, and learning through play. As well as working with teachers in Australia, Amy has worked with teachers, school leaders, and education officials from Saudi Arabia, Singapore, Indonesia, the Philippines, and Ukraine.