Title: Promoting Student Engagement Through Evidence-Based Action Research With Teachers
Abstract: Abstract We present findings from a group-randomized teacher action research intervention to promote academic engagement and achievement among elementary school students. Eighteen teachers from 3 elementary schools were randomly assigned to 1 of 2 groups. Intervention teachers studied evidence-based instructional practices that cultivate academic engagement and conducted an action research project to implement selected practices in their classrooms. Control teachers participated in a self-study group and read about evidence-based practices to promote student engagement. Teachers in the action research group reported using more group-based instruction than self-study teachers. Students with initial low engagement and low reading grades demonstrated greater gains in these outcomes in action research classrooms than self-study classrooms. Implications for teacher development and the promotion of student academic outcomes are discussed. Notes note: The authors report no financial conflicts of interest disclosures or any other interests that may have influenced the writing of this article or the conduct of the research. *p < .05. **p < .01.
Publication Year: 2013
Publication Date: 2013-04-01
Language: en
Type: article
Indexed In: ['crossref']
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Cited By Count: 28
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