Furthermore, even when it is available to teachers, information alone may not be sufficient to promote the fundamental shift in instructional practice necessary for engaging students. Perhaps the problem lies in the fact that information from research on student engagement is not always readily available to teachers. Yet on national surveys, high school students continue to report low engagement (Boser and Rosenthal 2012 Yazzie-Mintz 2010), suggesting that the persistence of disengagement is due not merely to a lack of information on how teachers can engage students. 2012 Marzano 2007 Shernoff 2013 Vermette 2009) to special issues of periodicals (e.g., “Diplomas Count” 2014 “Student Learning” 2014) to reports on measuring engagement (e.g., Appleton et al. In response to educators’ concerns, numerous resources have emerged to help foster engagement-from recent books targeted at practitioners (e.g., Christenson et al. However, only 40% perceived that a majority of students in their schools were highly engaged, and only 32% strongly agreed that they personally are “good at engaging and motivating students” (21). In a recent survey of more than 500 teachers and administrators, respondents indicated that student engagement and motivation was the single most important factor influencing student achievement (beating out teaching quality and school climate Education Week Research Center 2014). Despite the importance of engagement, many teachers struggle to engage students. By contrast, disengagement can be a precursor to negative outcomes, including low achievement, social and emotional withdrawal, and dropping out (Rumberger 2011). Student engagement in school is fundamental to positive educational and life outcomes, including learning, achievement, graduation, and persistence in higher education (Fredericks et al. He is currently exploring the relationship between social studies education policy and practice in K–12 classrooms and communities. Andrew Miness is entering his fifth year in the educational policy doctoral program at Michigan State University. She specializes in enhancing student engagement in learning through educational policy and leadership, innovative practices in professional development, and instructional improvement. Tara Kintz is director of the Fellowship of Instructional Leaders of the Office of K–12 Outreach at Michigan State University, where she develops the capacity in principals, teachers, and leadership teams to promote instructional improvement, particularly in reform contexts and urban areas. Her research examines systematic approaches to increasing student engagement in K–12 classrooms, with the ultimate goals of enhancing student learning, improving students’ affective experiences in schools, and increasing high school graduation rates. Kristy Cooper Stein is an assistant professor of K–12 educational administration at Michigan State University, where she teaches courses on instructional improvement.
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