In March 1990, the North East Leeds TVEIConsortium funded a pilot project to assess theviability of a scheme to deliver work awareness topupils through Work Shadowing. The…
Abstract
In March 1990, the North East Leeds TVEI Consortium funded a pilot project to assess the viability of a scheme to deliver work awareness to pupils through Work Shadowing. The experience of pupils at Boston Spa Comprehensive School, which collaborated with Thomas Danby College of Further Education is featured. The pupils accessed information on work related skills by job shadowing and practical enquiry in local organisations and attended a range of courses which the colleges offered. Thus they benefited from the dual experience of work and related further education.
Details
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Muhammad Asif, George Thomas, Muhammad Usman Awan and Asfa Muhammad Din
Previous studies have mainly discussed the impact of student engagement on different facets of academic performance. Research on the approaches to promote student engagement in a…
Abstract
Purpose
Previous studies have mainly discussed the impact of student engagement on different facets of academic performance. Research on the approaches to promote student engagement in a classroom setting (i.e., micro-level practices) is relatively sparse. This paper provides a framework for enhancing student engagement in a university undergraduate classroom setting.
Design/methodology/approach
This study builds on action research. At the core of this approach is making interventions through a set of pedagogical approaches, derived from the literature. The impact of these interventions was measured, followed by reflections on the outcomes and developing a future improvement strategy.
Findings
Student engagement can be enhanced by using heterogeneous pedagogical approaches that positively influence student performance. Further, the use of mixed pedagogical approaches helps students and teachers acquire meta-cognitive knowledge (i.e., knowledge of their learning preferences) and sets the direction for learning.
Research limitations/implications
The key contribution of this study is providing a student engagement framework applicable in a sophomore-level classroom setting. The framework discusses a set of techniques, their theoretical underpinnings, the course of their execution and the challenges faced in this process. The framework can be used to guide enhancing student engagement.
Originality/value
Contrary to the macro-level measures, research on micro-level measures for promoting student engagement approaches is scarce. This study discusses not only different strategies but also details the dynamic course of their deployment. The study, therefore, is unique in its contribution.