School engagement of inner-city students during middle childhood

Developmental Pathways Through Middle Childhood: Rethinking Contexts and Diversity as Resources

Volumn , Issue , 2005, Pages 145-170

  Blumenfeld, Phyllis ^a   Modell, John ^b   Bartko, W Todd ^a   Secada, Walter G ^c   Fredricks, Jennifer A ^d   Friedel, Jeanne ^a   Paris, Allison ^e  

^a UNIVERSITY OF MICHIGAN   (United States)

^b BROWN UNIVERSITY   (United States)

^c UNIVERSITY OF MIAMI   (United States)

^d The Holleran Center for Community Action and Public Policy   (United States)

^e CLAREMONT MCKENNA COLLEGE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 43949107580     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410615558     Document Type: Chapter

References (50)

1. Alexander, K. L., Entwisle, D. R., and Horsey, C. S. (1997). From first grade forward: Early foundations of high school dropout. Sociology of Education, 70, 87-107.
2. Bergman, L. R., and El-Khouri, B. M. (1995). SLEIPNER: A statistical package for pattern-oriented analyses (Version 1.0) [Computer software]. Stockholm: Authors.
3. Bryk, A., and Raudenbush, S. (1992). Hierarchical linear models: Applications and data analysis methods. Newbury Park, CA: Sage.
4. Burkett, E. (2001). Another planet: A year in the life of a suburban high school. New York: Harper- Collins.
5. Campbell, A., Converse, P., and Rodgers, W. (1976). The quality of American life: Perceptions, evaluations, and satisfactions. New York: Russell Sage Foundation.
6. Connell, J. P. (1990). Context, self, and action: A motivational analysis of self-system processes across the life-span. In D. Cicchetti (Ed.), The self in transition: Infancy to childhood (pp. 61-97). Chicago: University of Chicago Press.
7. Connell, J. P., Spencer, M. B., and Aber, J. L. (1994). Educational risk and resilience in African-American youth: Context, self, action, and outcomes in school. Child Development, 65, 493-506.
8. Corno, L., and Mandinach, E. (1983). The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18, 88-108.
9. Eccles-Parsons, J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., and Midgley, C. (1983). Expectations, values and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75-146). San Francisco: Freeman.
10. Eccles, J. S., Blumenfeld, P. B., and Wigfield, A. (1984). Ontogeny of self- and task beliefs and activity choice (Funded grant application to the National Institute for Child Health and Human Development; Grant No. RO1-HD17553).
11. Eccles, J. S., and Midgley, C. (1989). Stage/environment fit: Developmentally appropriate classrooms for early adolescents. In R. Ames and C. Ames (Eds.), Research on motivation in education (Vol. 3, pp. 139-181). New York: Academic.
12. Eccles, J. S., Midgley, C., and Adler, T. F. (1984). Grade-related changes in school environment: Effects on achievement motivation. In J. G. Nicholls (Ed.), Advances in motivation and achievement (pp. 283-331). Greenwich, CT: J.A.I.
13. Epstein, J. L., and McPartland, J. M. (1976). The concept and measurement of the quality of school life. American Educational Research Journal, 13, 15-30.
14. Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59, 117-142.
15. Finn, J. D., Pannozzo, G. M., and Voelkl, K. E. (1995). Disruptive and inattentive-withdrawn behavior and achievement among fourth graders. Elementary School Journal, 95, 421-454.
16. Finn, J. D., and Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82, 221-234.
17. Fordham, S. (1988). Racelessness as a factor in Black students' school success. Harvard Educational Review, 58, 54-84.
18. Fordham, S., and Ogbu, J. (1986). Black students' school success: Coping with the burden of "acting White." The Urban Review, 18, 176-206.
19. Fredricks, J., Blumenfeld, P., Friedel, J., and Paris, A. (2002, April). Increasing engagement in urban settings: An analysis of the influence of the social and academic context on engagement. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
20. Fredricks, J., Blumenfeld, P., Friedel, J., and Paris, A. (in press). School engagement. In K. A. Moore and L. Lippmann (Eds.), Conceptualizing and measuring indicators of positive development: What do children need to flourish? New York: Kluwer Academic.
21. Fredricks, J. A., and Eccles, J. S. (2002). Children's competence and value beliefs from childhood to adolescence: Growth trajectories in two "male-typed" domains. Journal of Developmental Psychology, 38, 519-533.
22. Goodlad, J. (1984). A place called school: Prospects for the future. New York: McGraw-Hill.
23. Graham, S. (1994). Motivation in African Americans. Review of Educational Research, 64, 55-117.
24. Guthrie, J. T., and Wigfield, A. (2000). Engagement and motivation in reading. In M. Kamil and P. Mosenthal (Eds.), Handbook of reading research (Vol. 3, pp. 403-422). Mahwah, NJ: Lawrence Erlbaum Associates.
25. Jackson, P. W. (1968). Life in classrooms. New York: Holt, Rinehart and Winston.
26. Janowitz, M. (1978). The last half-century: Societal change in America. Chicago: University of Chicago Press.
27. Karweit, N. (1989). Time and learning: A review. In R. E. Slavin (Ed.), School and classroom organization (pp. 69-95). Hillsdale, NJ: Lawrence Erlbaum Associates.
28. Kindermann, T. A. (1993). Natural peer groups as contexts for individual development: The case of children's motivation in school. Developmental Psychology, 29, 970-977.
29. Kozol, J. (1991). Savage inequalities: Children in America's schools. New York: Crown.
30. Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37, 153-184.
31. Mickelson, R. (1990). The attitude-achievement paradox among Black adolescents. Sociology of Education, 63, 44-61.
32. Midgley, C., Maehr, M. L., Hicks, L., Urdan, T. U., Roeser, R. W., Anderman, E., and Kaplan, A. (1995). Patterns of Adaptive Learning Survey (PALS) manual. Ann Arbor: University of Michigan Press.
33. Milligan, G. W. (1996). Clustering validation: Results and implications for applied analyses. In P. Arabie, L. Huber, and G. De Soete (Eds.), Clustering and classification (pp. 345-379). River Edge, NJ: World Scientific Publishing.
34. Modell, J., and Elder, G. H. (2002). Children develop in history: So what's new? In W. Hartup and R. Weinberg (Eds.), Child psychology in retrospect and prospect: In celebration of the 75th anniver- sary of the Institute of Child Development. The Minnesota Symposia on Child Psychology (Vol. 32, pp. 173-205). Mahwah, NJ: Lawrence Erlbaum Associates.
35. National Research Council and Institute of Medicine. (2004). Engaging schools: Fostering high school students' motivation to learn. Washington, DC: National Academy Press.
36. Newmann, F. (1992). Higher-order thinking and prospects for classroom thoughtfulness. In F. Newmann (Ed.), Student engagement and achievement in American secondary schools (pp. 62-91). New York: Teachers College Press.
37. Newmann, F., Wehlage, G. G., and Lamborn, S. D. (1992). The significance and sources of student engagement. In F. Newmann (Ed.), Student engagement and achievement in American secondary schools (pp. 11-39). New York: Teachers College Press.
38. Peterson, P., Swing, S., Stark, K., and Wass, G. (1984). Students' cognitions and time on task during mathematics instruction. American Educational Research Journal, 21, 487-515.
39. Pintrich, P. R., Smith, D. A. F., Garcia, T., and McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813.
40. Pollard, A., and Filer, A. (1999). Emotional experiences in the classroom. London: Cassell.
41. Pollard, A., and Filer, A. (2000). The social world of pupil career: Strategic biographies through primary school. New York: Continuum International Publishing Group.
42. Pope, D. (2002). Doing school: How we are creating a generation of stressed-out, materialistic, and miseducated students. New Haven, CT: Yale University Press.
43. Ruble, D. (1983). The development of social-comparison processes and their role in achievement- related self-socialization. In E. T. Higgins, D. Ruble, and W. W. Hartup (Eds.), Social cognition and social development (pp. 134-157). New York: Cambridge University Press.
44. Skinner, E., and Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effect of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571-581.
45. Stipek, D., and Daniels, D. H. (1988). Declining perceptions of competence. A consequence of changes in the child or educational environment. Journal of Educational Psychology, 80, 352-356.
46. Tyack, D., and Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Cambridge, MA: Harvard University Press.
47. Wehlage, G. G., Rutter, R. A., Smith, G. A., Lesko, N. L., and Fernandez, R. R. (1989). Reducing the risk: Schools as communities of support. Philadelphia: Falmer.
48. Wellborn, J. G., and Connell, J. P. (1987). Manual for the Rochester Assessment Package for schools. Rochester, NY: University of Rochester Press.
49. Yamamoto, K., Thomas, E. C., and Karns, E. A. (1969). School-related attitudes in middle-age students. American Educational Research Journal, 6, 191-206.
50. Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 21, 3-17.