Enhancing Students’ Engagement: Report of a 3-Year Intervention With Middle School Teachers
Abstract
All teachers ( N = 32) at one middle school participated in a university-led intervention to improve student engagement. Teachers discussed four principles of motivation and related instructional strategies. Teachers enacted instructional strategies in their classrooms. We observed six randomly selected teachers and their students over 3 years. Analyses of the dynamic patterns of teacher-student interaction (using an application of state space grids) revealed two distinct patterns. The upward group ( n = 3) showed an increase of teacher motivational support and student engagement. The stable group ( n = 3) demonstrated low levels of both teacher motivational support and student engagement. Qualitative analyses of instructional differences between the two groups help explain student engagement. Implications include conceptualizing student engagement as interpersonal classroom activity and measuring change as developmental and dynamic phenomena.
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Turner et al. (2014) found that repeated class observations and post-class discussions helped make the teaching style of some (but not all) teachers more supportive of their pupils' engagement.
“An alternative form of intervention is exemplified in Turner et al. (2014), who worked with a number of US high school teachers over a three-year period to help them apply a set of four motivational principles (partly based on SDT) and found that repeated class observations and post-class discussions did help to make the teaching style of some (but not all) teachers more supportive of their pupils”
From The motivational dimension of language teaching (2017) · cites this paper as Turner et al. 2014
Cites
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The motivational dimension of language teaching
Lamb, M. (2017) · Language Teaching · doi:10.1017/s0261444817000088 · Cited by 361 · see citing works
Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time
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- Authors
- Turner, J. C., Christensen, A., Kackar-Cam, H. Z., Trucano, M., & Fulmer, S. M.
- Affiliations
- University of Notre Dame (US)
- Northern Illinois University (US)
- SUNY Oneonta (US)
- ORCID
- Fulmer, Sara M.
- Venue
- American Educational Research Journal
- Published
- 2014-12
- Volume
- 51
- Issue
- 6
- Pages
- 1195-1226
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2121218007
- Cited by
- 126
- References
- 8
- Citations by year
- 2026: 2 · 2025: 7 · 2024: 6 · 2023: 11 · 2022: 11 · 2021: 10 · 2020: 8 · 2019: 15 · 2018: 13 · 2017: 20 · 2016: 12 · 2015: 10 · 2014: 1
- FWCI
- 19.94
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Educational Research Journal (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Education › Educational Environments and Student Outcomes
- Keywords
- student engagement, teacher-student relationship, student motivation, teaching methods, junior high school teachers, state space grids, developmental changes
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