Classroom discourse and the distribution of student engagement

Social Psychology of Education

Volumn 10, Issue 3, 2007, Pages 331-352

  Kelly, Sean ^a  

^a UNIVERSITY OF NOTRE DAME   (United States)

Author keywords

Classroom discourse; Self efficacy theory; Student engagement; Teacher student interaction

Indexed keywords

EID: 34848848664     PISSN: 13812890     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11218-007-9024-0     Document Type: Article

References (43)

1. Applebee A.N., Langer J.L., Nystrand M., Gamoran A. (2003). Discussion-based approaches to developing understanding: Classroom instruction and student performance in middle and high school English. American Educational Research Journal 40, 685-730
2. Altermatt E.R., Jovanovic J., Perry M. (1998). Bias or responsivity? Sex and achievement-level effects on teachers' classroom questioning practices. Journal of Educational Psychology 90, 516-527
3. Ames C. (1986). Effective motivation: The contribution of the learning environment. In: Feldman R.S. (eds). The social psychology of education. Cambridge University Press, Cambridge, MA
4. Ames C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology 84, 261-271
5. Ames C., Ames R. (1981). Competitive versus individualistic goal structures: The salience of past performance information for causal attributions and affect. Journal of Educational Psychology 73, 411-418
6. Ames C., Archer J. (1988). Achievement goals in the classroom: Student's learning strategies and motivation processes. Journal of Educational Psychology 80, 260-267
7. Bandura A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review 84, 191-215
8. Bossert S.T. (1979). Tasks and social relationships in classrooms. Cambridge University Press, Cambridge
9. Cohen E.G., Lotan R.A. (1997). Working for equity in heterogeneous classrooms. Teacher's College Press, Columbia
10. Collins J. (1982). Discourse style, classroom interaction and differential treatment. Journal of Reading Behavior 14, 429-437
11. Cuban L. (1993). How teachers taught: Constancy and change in American classrooms 1890-1990. Teachers College Press, Columbia
12. DeCharms R. (1984). Motivation enhancement in educational settings. In: Ames R., Ames C. (eds). Research on motivation in education: Student motivation. Academic Press, New York, pp. 275-310
13. Eccles J.S., Midgley C. (1989). Stage/environment fit: Developmentally appropriate classrooms for early adolescents. In: Ames R., Ames C. (eds). Research on motivation in education: Goals And cognitions. Academic Press, San Diego, CA, pp. 139-181
14. Finn, J. D. (2006). The adult lives of at-risk students. Statistical Analysis Report, National Center for Education Statistics, NCES 2006-328.
15. Firebaugh G. (1999). Empirics of world income inequality. American Journal of Sociology 104, 1597-1630
16. Fredericks J.A., Blumenfeld P.C., Paris P.H. (2004). School engagement: Potential of the concept state of the evidence. Review of Educational Research 74, 59-109
17. Gamoran A., Nystrand M. (1992). Taking students seriously. In: Newmann F., (eds). Student engagement and achievement in American secondary schools. Teachers College Press, New York
18. Gamoran A., Nystrand M., Berends M., Lepore P.C. (1995). An organizational analysis of the effects of ability grouping. American Educational Research Journal 32, 687-715
19. Good T.L., Slavings R.L., Harel K.H., Emerson H. (1987). Student passivity: A study of question asking in K-12 classrooms. Sociology of Education 60, 181-199
20. Hauser, R. M., & Warren, J. R. (1996). Socioeconomic indexes for occupations: A review, update, and critique. Working Paper 96-01, Center for Demography and Ecology, Madison WI.
21. Langer, J. A., Applebee, A. N., & Nystrand, M. (2005). Final report. National Research Center on English Learning and Achievement. SUNY-Albany.
22. Mehan H. (1979). Learning lessons: Social organization in the classroom. Harvard University Press, Cambridge, MA
23. Metz, M. H. (1986) [2003]. Different by design: The context and character of three magnet schools. Columbia University: Teacher's College Press.
24. Morine-Dershimer G. (1985). Talking, listening and learning in elementary classrooms. Longman, New York
25. Nystrand M. (1997). Opening dialogue: Understanding the dynamics of language and learning in the English classroom. Teachers College Press, New York
26. Nystrand M., Wu L.L., Gamoran A., Zeiser S., Long D. (2003). Questions in time: Investigating the structure and dynamics of unfolding classroom discourse. Discourse Processes 35(2): 135-196
27. Pintrich P.R., De Groot E.V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology 82, 33-40
28. Pintrich P.R., Garcia T. (1991). Student goal orientation and self-regulation in the college classrooms. In: Maehr M.L., Pintrich P.R. (eds). Advances in motivation and achievement: Goals and self-regulatory processes Vol. 7. JAI Press, Greenwich, CT, pp. 371-402
29. Popkewitz T.S., Tabachnick R.B., Wehlage G. (1982). The myth of educational reform. The University of Wisconsin Press, Madison
30. Roeser R.W., Eccles J.S., Sameroff A.J. (2000). School as a context of early adolescents' academic and social-emotional development: A summary of research findings. The Elementary School Journal 100, 443-471
31. Roeser R.W., Strobel K.R., Quihuis G. (2002). Studying early adolescents' academic motivation, social-emotional functioning, and engagement functioning, and engagement in learning: Variable and person-centered approaches. Anxiety, Stress, and Coping 15, 345-368
32. Rosenholtz S.J., Rosenholtz S.H. (1981). Classroom organization and the perception of ability. Sociology of Education 54, 132-140
33. Rosenholtz S.J., Wilson B. (1980). The effect of classroom structure on shared perceptions of ability. American Educational Research Journal 17, 175-182
34. Rudolph K.D., Lambert S.F., Clark A.G., Kurlakowsky K.D. (2001). Negotiating the transition to middle school: The role of self-regulatory processes. Child Development 72, 929-946
35. Samson G.E., Strykowski B., Weinstein T., Walberg H.J. (1987). The effects of teacher questioning levels on student achievement: A quantitative synthesis. Journal of Educational Research 80, 290-295
36. Schunk D.H. (1991). Self-efficacy and academic motivation. Educational Psychologist 26, 207-231
37. Shernoff D.J., Csikszentmihalyi M., Schneider B., Shernoff E.S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly 18, 158-176
38. Simpson C. (1981). Classroom structure and the organization of ability. Sociology of Education 54, 120-132
39. Skinner E., Wellborn J., Connell J. (1990). What it takes to do well in school and whether I've got it: A process model of perceived control and children's engagement and achievement in school. Journal of Educational Psychology 82, 22-32
40. Turner J.C., Meyer D.K., Cox K.E., Logan C., DiCintio M., Thomas C.T. (1998). Creating contexts for involvement in mathematics. Journal of Educational Psychology 90, 730-745
41. Turner J.C., Midgley C., Meyer D.K., Gheen M., Anderman E., Kang Y., Patrick H. (2002). The classroom environment and students' reports of avoidance strategies in mathematics: A multimethod study. Journal of Educational Psychology 94, 88-106
42. Valeski T.N., Stipek D.J. (2001). Young children's feelings about school. Child Development 72, 1198-1213
43. Zimmerman B.J., Martinez-Pons M. (1992). Perceptions of efficacy and strategy use in the self-regulation of learning. In: Schunk D.H., Meece J.L. (eds). Student perceptions in the classroom. Lawrence Erlbaum, Hillsdale, NJ, pp. 185-207