Abstract

Researchers have documented that high engagement in learning is linked to high academic achievement, and that low engagement is linked to low academic achievement, student alienation, and withdrawing from school. While research provides insights into student engagement and instructional practices, this research is typically conducted in traditional schools. The purpose of this study was to investigate students’ engagement during an interdisciplinary instructional unit to better understand the instructional approaches that influenced student engagement in juvenile detention centers. 602 observation intervals and qualitative data demonstrated that students were most engaged when instruction included hands-on activities, multimedia use, literacy practices, and teacher-led discussions. This study provides implications for instructional design and approaches in juvenile detention centers.

摘要

研究人员已经证明，学习投入高与学习成绩高有关，学习投入低与学习成绩低，学生疏远和退学有关。虽然研究可以提供有关学生参与度和教学实践的见解，但这项研究通常在传统学校中进行。这项研究的目的是调查跨学科教学单元中学生的参与程度，以更好地了解影响青少年拘留中心学生参与度的教学方法。602次观察间隔和定性数据表明，在包括实践活动，多媒体使用，扫盲实践和老师主导的讨论在内的教学中，学生最参与。