Date of Award
12-14-2024
Document Type
Non Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Differentiated Instruction
Capstone Instructor
Brian Boothe
Second Reader
Tosca Grimm
Keywords
engagement, behavioral engagement, emotional engagement, cognitive engagement, neurodiversity
Abstract
This paper examined varied interpretations of student engagement in school and analyzed its impact on students' success across multiple dimensions. Using a range of research methods—surveys, classroom observations, and mixed-methods approaches—the study investigated how engagement manifests in classrooms, how it's shaped by various internal and external influences, and its effects on academic performance as well as students’ social and emotional well-being.
The studies considered different perspectives on motivation and engagement, examining how these contribute to a better learning experience. They also looked at what these insights mean for teachers and others involved in education. The research highlighted how crucial student engagement is to overall achievement and showed that teachers play an important role in motivating students. It emphasized the need for teacher training in classroom management and teaching strategies, especially to support diverse learners, including those with different learning needs.
Ultimately, the findings suggested that teachers should avoid a one-size-fits-all approach. Instead, they should use flexible teaching methods that address the varied ways students engage and stay motivated in the classroom. This approach is vital for creating an inclusive learning environment that supports all students.