Deeper Learning and Academic Engagement: The Role of Teacher Supports

• In Event: Excellence in Education Research: Early Career Scholars and Their Work

Abstract

Engagement has become a focus of educational research based on evidence that it is both a malleable factor that can be influenced by school and classroom environments and it is a robust predictor of important student outcomes such as graduation, retention, and test scores. There is strong evidence that social factors such as teacher behavior and support are important facilitators of engagement. However, we have yet to identify the specific teacher supports and behaviors, as identified by students, that facilitate academic engagement across race and gender in the context of Deeper Learning. This in-process study investigates the relationship between teacher supports and in situ student classroom engagement, and variations in these relationships across race/ethnicity and gender. This poster will present preliminary findings and analysis of teacher supports and academic engagement of control and treatment groups. This research will advance upon previous research by utilizing the Deep Learning dataset to identify critical teacher-level supports that lead to student engagement, with a particular focus on race/ethnicity and gender.

Author

• Sarah Olsen, University of California - Berkeley