ERIC Number: EJ933627
Record Type: Journal
Publication Date: 2003
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1087-3414
EISSN: N/A
Multiple Contexts of School Engagement: Moving toward a Unifying Framework for Educational Research and Practice
Furlong, Michael J.; Whipple, Angela D.; St. Jean, Grace; Simental, Jenne; Soliz, Alicia; Punthuna, Sandy
California School Psychologist, v8 p99-113 2003
This article discusses the school engagement literature and offers a conceptual framework with the intention of developing a common terminology to more efficiently organize research and practice. Three distinct perspectives are outlined in relation to school engagement: psychological, educational, and developmental. Four main contexts of school-based engagement are identified, including the student, peers, classroom, and the school environment. Although some researchers have focused on students at risk for negative developmental outcomes, the proposed model postulates that all youth benefit from school engagement. Overall, the intent of this new framework is to support efforts to promote positive student outcomes, increase psychosocial competence and efficacy, and promote life-long learning. (Contains 2 figures and 1 footnote.)
Descriptors: Educational Research, At Risk Students, Educational Environment, Child Development, Educational Methods, Student Participation, Peer Relationship, Classroom Environment, Psychological Patterns, Interpersonal Competence, Self Efficacy, Lifelong Learning, Student Characteristics, Student Behavior, Peer Influence, Outcomes of Education, Institutional Characteristics, Teacher Influence, Affective Behavior, Student Motivation, Secondary School Students
California Association of School Psychologists. 1020 12th Street Suite 200, Sacramento, CA 95814. Tel: 916-444-1595; Fax: 916-444-1597; e-mail: communications@casponline.org; Web site: http://www.casponline.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A