School Characteristics Related to Student Engagement

School Racial Climate and the Academic Achievement of African American High School Students: The Mediating Role of School Engagement

“…With regard to school engagement mediating the association between school racial climate and academic achievement, there is some support for the direct association between indicators of school racial climate and school engagement among adolescent youth (e.g., Dotterer, McHale, & Crouter, 2009;Mattison & Aber, 2007;Phelan, Yu & Davidson, 1994) and between school engagement and academic achievement among adolescent youth (e.g., Appleton, Christenson, Kim & Reschly, 2006;Dotterer & Lowe, 2011;Finn, 1989Finn, , 1993Irvin, 2012;Patrick, Ryan & Kaplan, 2007;Skinner & Belmont, 1993;Wang & Holcombe, 2010;Wang & Eccles, 2012). Specifically, research has provided evidence that students who feel they are treated fairly and equally by staff, regardless of their racial or ethnic identity, are more likely to trust in and value the opinions and behaviors of staff (Nichols & Good 1998;Walberg & Genova, 1983).…”

“…Although numerous definitions and models are apparent, these concur that engagement is a multidimensional construct encompassing several distinct components Appleton et al, 2006;Finn, 1989Finn, , 1993Finn & Rock, 1997;Fredricks et al, 2004;Jimerson et al, 2003;Martin & Marsh, 2006). Though researchers agree on the multidimensionality of school engagement, there is some disagreement with regard to the types of engagement.…”

Ortaokul Öğrencilerinin Okula Bağlanmalarının İncelenmesi

“…Literatür incelendiğinde farklı sonuçlar olduğu görülmektedir. Finn ve Voelkl (1993), Osterman (2000) ve Bellici (2015), sosyo ekonomik düzeyi yüksek ailelerin çocuklarının okula bağlanma düzeylerinin yüksek olduğunu belirtmektedirler. Arastaman (2009) ise yaptığı araştırmada ailesi alt ve orta gelir grubuna ait olan öğrencilerin bağlılık görüşlerini üst gelir grubuna dahil olan öğrencilerin görüşlerinden daha yüksek bulmuştur.…”

Achievement Differences and School Type: The Role of School Climate, Teacher Certification, and Instruction

“…Smaller schools are often found to be associated with higher school performance (Darling-Hammond 2000). In a study of almost 6,500 at-risk eighth-grade students nationwide, Finn and Voelkl (1993) found that smaller school size was positively associated with a more nurturing environment and greater minority student engagement. Other scholars, however, argue that the relationship between school size and achievement is complex; it may be nonlinear and might vary by rural/urban context (e.g., Howley andHowley 2004 andLee 2004).…”