Thesis
Secondary Teachers' Understandings of Student Engagement: The (Mis)Alignment between Understanding and Practice
Southern Cross University
Doctor of Philosophy (PhD), Southern Cross University
2021
DOI:
https://doi.org/10.25918/thesis.463
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Abstract
This study investigated secondary teachers’ understandings of student engagement in relation to three dimensions (behavioural, emotional and cognitive engagement), and how these understandings align with actual teaching practice. The mixed methods study found that teachers define student engagement, and describe an engaged student, in different ways. Some teachers hold views about student engagement that do not align with their practice. It was also found that teachers’ implementation of pedagogies may be influenced by the socio-economic context of a school. An innovative pedagogically-centred model for teachers, which aligns with the tri-dimensional framework of student engagement, is also presented.
Details
- Title
- Secondary Teachers' Understandings of Student Engagement: The (Mis)Alignment between Understanding and Practice
- Creators
- Megan L Kelly - 61SCU_INST___S120
- Contributors
- Tony Yeigh (Supervisor) - Southern Cross UniversitySue Margaret Hudson (Supervisor) - Southern Cross University
- Awarding Institution
- Southern Cross University; Doctor of Philosophy (PhD)
- Theses
- Doctor of Philosophy (PhD), Southern Cross University
- Publisher
- Southern Cross University
- Number of pages
- xviii, 289
- Identifiers
- 991013284548402368
- Copyright
- © Megan Kelly 2021
- Academic Unit
- Faculty of Education
- Resource Type
- Thesis