Turning Points 2000: Lessons Learned

Autor/inn/en	High, Janet; Andrews, P. Gayle
Titel	Turning Points 2000: Lessons Learned
Quelle	In: Middle School Journal (J3), 41 (2009) 2, S.58-63 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
Schlagwörter	Teaching Methods; Learner Engagement; Educational Strategies; Classroom Techniques; Transformative Learning; Student Motivation; Educational Practices; Educational Environment + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Klassenführung; Pädagogische Transformation; Schulische Motivation; Bildungspraxis; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Student engagement drives students toward success or, if absent, a lack of engagement leaves students idling or even going in reverse. All good teachers know that more learning takes place when students are actually engaged in the curriculum. Yet, teachers often get so caught up in preparing students to pass the state's standardized tests that they forget the importance and possibility of real engagement. Even though creating an engaging learning environment can at times seem overwhelming, knowing the impact teachers can have on student engagement can offer a new perspective on teaching practices and the expectations they hold for their students. This article explores the concept of student engagement. Specifically, the authors ask: "What motivates students to see what they do in school as relevant, interesting, motivating, and ultimately transformative?" They suggest that to ensure success for every student, educators must continually strive for student engagement by involving them in relevant, meaningful, and transformative learning. (ERIC).
Anmerkungen	National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@nmsa.org; Web site: http://www.nmsa.org/Publications/MiddleSchoolJournal/tabid/435/Default.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10