Middle School Students’ Perceptions of Social Dimensions as Influencers of Academic Engagement

Abstract

This qualitative study investigates rural middle school students' perceptions of academic engagement. Participant-produced drawings (Kearney & Hyle, 2003), integrated with a series of semi-structured interviews (Patton, 2002), served as the primary data collection techniques. Twenty middle school students participated, stratified for socioeconomic status, grade level, gender, history of academic achievement, and school type. Findings indicate students strongly perceived the social conditions of the classroom as influencing their academic engagement, positively through an authentic community and leadership opportunities; and negatively through distraction and the judgment of peers.

Using Problem-based Learning to Explore Unseen Academic Potential

“…The peer culture in low-income classrooms also often militates against achievement, discouraging the students with academic potential (Garcia-Reid, Reid, & Peterson, 2005;Rycraft, 1991). By the time low-income, high-ability students reach middle school, many have become invisible, underachieving relative to their ability and unable or unwilling to draw attention to their potential (Bishop & Pflaum, 2005;Cross, Coleman, & Terhaar-Yonkers, 1991;Van Tassel-Baska & Stambaugh, 2007).…”

The Role of Responsive Teacher Practices in Supporting Academic Motivation at the Middle Level

“…An important reason youth may be motivated to learn and experience success in school is teacher care (Ryan & Patrick, 2001;Schmakel, 2008;Wentzel, 1997), especially in ethnically diverse, urban schools (Adkins-Coleman, 2010;Bishop & Pflaum, 2005;Murray, 2009). However, not all teachers purposefully build close, high-quality relationships.…”

“…Learner-centered instruction, including active, hands-on learning and individualized learning supports, may help students learn in authentic and interactive ways and support student motivation (APA, 1997; Bishop & Pflaum, 2005;Eccles & Roeser, 2011;Meece et al, 2003;Schmakel, 2008).…”

Curricular Factors in Middle School Teachers’ Motivation to Become and Remain Effective

“…Interestingly, explorations of student motivation (e.g., Bishop & Pflaum, 2005;Cushman & Rogers, 2008;Daniels, 2011) have yielded similar insights and appear to be worthy of continued discussion as administrators work to create positive teaching environments. Following are practical suggestions for teachers and administrators that are based on the interview themes and supported by the motivation research.…”