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Record identifier : 569553
Personal Name - Primary Intelectual Responsibility : Bae, Soung
Title and statement of responsibility : Educators' understandings of engagement: The relation between teachers' goal orientations and conceptions of engagement across educational contexts [Thesis]
Publication, Distribution,Etc. : University of California, Berkeley, 2008
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D
Body granting the degree : , University of California, Berkeley
Summary or Abstract : This dissertation investigates the relations among teachers' professed goals for learning, their enacted goals in practice, and their conceptions of student engagement. In addition, the study evaluates the significance of context. Context is defined in two respects: school performance level and school organizational structure. The first phase of this mixed-method study consisted of a survey of 157 teachers' beliefs about student motivation. The second phase consisted of two rounds of in-depth interviews and classroom observations of 17 teachers. The study draws upon the achievement motivation literature and the engagement literature. The findings from the first phase revealed that teachers' goal orientations for learning can be clustered into three types: more performance orientation, more mastery orientation, and hybrid orientation. The hybrid orientation characterized teachers who placed an equally strong emphasis on both mastery and performance goal orientations. The findings from the second phase showed that teachers conceptualize engagement as a multidimensional construct and vary considerably. That is, teachers employed a combination of dimensions (i.e., behavioral, emotional, surface cognitive, deep cognitive) to conceptualize engagement. The results also demonstrated a weak relation between teachers' professed goals and the goals that are enacted in the classroom. Furthermore, the analysis showed that teachers' professed goal orientations and conceptions of engagement do not consistently align. Instead, a positive relation was found between teachers' enacted goals and conceptions of engagement. Finally, the study's results reveal that school context matters. Accountability pressure was found to be a significant factor for teachers who worked in high performing schools. These teachers were more likely to report assessments as a barrier to engagement. Moreover, the school's organizational structure was associated with teachers' attributions of barriers to engagement. Teachers from traditionally organized schools were more likely to report institutional constraints on their practice. In particular, these teachers related a significant lack of autonomy to make curricular or instructional decisions. This dissertation contributes to understanding of teachers' conceptions of student engagement by illuminating the role of cognitive and contextual factors that influence how teachers conceptualize engagement in their own practice. Implications of this study for teacher education and future research are discussed..
Topical Name Used as Subject : Elementary education
Information of biblio record : TL
 
 
 
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