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Handbook of Research on Student Engagement
Deep Engagement as a Complex System: Identity, Learning Power and Authentic Enquiry
other
Author(s):
Ruth Deakin Crick
Publication date
(Online):
January 3 2012
Publisher:
Springer US
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Transnational Chinese identity
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Book Chapter
Publication date (Print):
2012
Publication date (Online):
January 3 2012
Pages
: 675-694
DOI:
10.1007/978-1-4614-2018-7_32
SO-VID:
b794a413-e805-4dcb-be4d-840226fc0081
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Book chapters
pp. 3
Jingle, Jangle, and Conceptual Haziness: Evolution and Future Directions of the Engagement Construct
pp. 21
Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience
pp. 45
Engagement Across Developmental Periods
pp. 65
Ethnicity and Student Engagement
pp. 97
Student Engagement: What Is It? Why Does It Matter?
pp. 133
Part I Commentary: So What Is Student Engagement Anyway?
pp. 149
A Self-determination Theory Perspective on Student Engagement
pp. 173
Achievement Goal Theory, Conceptualization of Ability/Intelligence, and Classroom Climate
pp. 193
School Identification
pp. 219
Self-Efficacy as an Engaged Learner
pp. 237
A Cyclical Self-Regulatory Account of Student Engagement: Theoretical Foundations and Applications
pp. 259
Academic Emotions and Student Engagement
pp. 283
Students’ Interest and Engagement in Classroom Activities
pp. 303
Part II Commentary: Motivation and Engagement: Conceptual, Operational, and Empirical Clarity
pp. 315
Parental Influences on Achievement Motivation and Student Engagement
pp. 343
Families as Facilitators of Student Engagement: Toward a Home-School Partnership Model
pp. 365
Teacher-Student Relationships and Engagement: Conceptualizing, Measuring, and Improving the Capacity of Classroom Interactions
pp. 387
The Role of Peer Relationships in Student Academic and Extracurricular Engagement
pp. 403
Understanding Student Engagement with a Contextual Model
pp. 421
Allowing Choice and Nurturing an Inner Compass: Educational Practices Supporting Students’ Need for Autonomy
pp. 441
The Engaging Nature of Teaching for Competency Development
pp. 457
Assessment as a Context for Student Engagement
pp. 479
Part III Commentary: Socio-Cultural Contexts, Social Competence, and Engagement at School
pp. 491
The Relationship Between Engagement and High School Dropout
pp. 515
High School Reform and Student Engagement
pp. 541
The Power of Mindsets: Nurturing Engagement, Motivation, and Resilience in Students
pp. 563
The Relations of Adolescent Student Engagement with Troubling and High-Risk Behaviors
pp. 585
Trajectories and Patterns of Student Engagement: Evidence from a Longitudinal Study
pp. 601
Instructional Contexts for Engagement and Achievement in Reading
pp. 635
A Self-regulated Learning Perspective on Student Engagement
pp. 653
Classroom Strategies to Enhance Academic Engaged Time
pp. 675
Deep Engagement as a Complex System: Identity, Learning Power and Authentic Enquiry
pp. 695
Part IV Commentary: Outcomes of Engagement and Engagement as an Outcome: Some Consensus, Divergences, and Unanswered Questions
pp. 707
Measuring Student Engagement: The Development of a Scale for Formative Use
pp. 725
Systems Consultation: Developing the Assessment-to-Intervention Link with the Student Engagement Instrument
pp. 743
Finding the Humanity in the Data: Understanding, Measuring, and Strengthening Student Engagement
pp. 763
The Measurement of Student Engagement: A Comparative Analysis of Various Methods and Student Self-report Instruments
pp. 783
Issues and Methods in the Measurement of Student Engagement: Advancing the Construct Through Statistical Modeling
pp. 805
Part V Commentary: Possible New Directions in the Measurement of Student Engagement
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