David Kass 18567377

Assignment 2

Promoting Engagement in the Technology Classroom

Introduction

The notion that positive student - teacher relationships cultivate student engagement is well

established (Akers, 2017, Engels, et al, 2016, Flynt, Brozo, 2009, Conner, Pope, 2013, Lee,

2012, Quin, 2017). Even papers that investigate other dimensions of student – teacher

relationships and other dimensions of engagement cite the notion that positive teacher –

student relationships cultivate student engagement as an established fact (De Laet, et al,

2016, Hagenauer, et al, 2015). Accordingly, the current project aims to draw upon existing

literature and conduct research at the classroom level by interviewing students about their

experiences in Technology to help ascertain the specific manner and extent to which the

knowledge that positive student – teacher relationships can be utilised to improve student

engagement in the classroom in question.

Literature Review

Research has firmly established that positive relationships between students and teachers

promote students’ engagement in school (Akers, 2017, Engels, et al, 2016, Flynt, Brozo,

2009, Conner, Pope, 2013, Lee, 2012, Quin, 2017).

Lee (2012) treats the notion of positive student - teacher relationships as cultivating student

engagement as a fact. The paper’s research took place in Australian High Schools (Lee,

2012). The paper investigates the relationship that “academic press” (high expectations
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from teachers) has with the student – teacher relationship and whether the combination of

these factors has greater effect on student engagement than the sum of its parts. The paper

found that the positive effect of academic press paled in comparison to that of positive

student –teacher relationships (Lee, 2012).

Quin (2017) is an Australian study but Quin has analysed data from 46 sources from all over

the world dealing with the relationship between positive student – teacher relationships

and student engagement. The paper’s hypothesis that cultivating positive relationships with

students is a legitimate strategy for promoting student engagement is vindicated by the

data analysis:

Across the 46 articles reviewed, the majority of the associations identified were in the direction expected. That is,
better quality TSRs [Teacher – Student Relationships] were associated with higher levels of psychological
engagement, academic grades, and attendance and lower levels of disruptive behaviors [sic], suspension, and
dropping out. (Quin, 2017, 359).

However, the paper closes by warning the reader that “students do not learn and develop

solely through their relationship with classroom teachers.” (Quin, 2017, 378).

Conner and Pope (2013) surveyed students at 15 United States High Schools with the aim of

ascertaining students’ levels of engagement and what was behind their levels of

engagement in order to establish how engagement could be further promoted in their

context. Interestingly, the paper found that in one school in particular, most classroom

practices that cultivate student engagement were absent, but the students reported high

levels of teacher support (positive student – teacher relationships). In spite of the lack of

other engaging practices, the students at this school exhibited high levels of engagement:
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The case of Bookson School further suggests that engagement can be strong even in the context of
moderate size classes (27 students), a traditional 6-period bell schedule, lecture-driven pedagogy, and
a lack of opportunities for student voice in school-wide decision making. Despite these limitations,
students at this school reported high levels of teacher support, suggesting that this construct may be
the most important school-based factor driving engagement. (Conner, Pope, 2013, 1439).

The paper acknowledges that this school may be an outlier but still makes the argument

that this example drives home the importance of positive student – teacher relationships

(Conner, Pope, 2013).

Engels, et al (2016) conducted research over several years in 9 United States High Schools

on the multi - dimensional relationships between student – teacher relationships, students’

social status with their peers and students’ engagement in the classroom. Not surprisingly,

the study found that positive student – teacher relationships were beneficial for

engagement, and while high social status had some negative effect upon students’ levels of

engagement in the classroom. However, the connections between these phenomena were

not, in fact, so two – dimensional. The study found that the quality of student – teacher

relationships also contributed to students’ peer status (Engels, et al, 2016).

Flynt and Sutton (2009) is an article from an American Journal aimed at teachers looking to

improve their own practice. The article is written in a conversational tone. The article

outlines how teachers can cultivate students’ engagement in the classroom by building

positive relationships with their students in an easily understandable manner. Interestingly,

the article discusses what it calls “ “Street Creds” with Students” in detail (Flynt, Sutton,

2009, 537). “Street creds” refers to teachers understanding of their students’ lives:
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The need to connect to students’ backgrounds, interests, and cultures goes without saying, but determining the
level at which it should occur is subjective. Although not always cited as an effective teacher characteristic, many
effective teachers know what television shows students are watching, what movies are their favorites [sic], and
the video games they are mastering. This knowledge is used in conversation with students and can result in a
higher level of cooperation and motivation. (Flynt, Sutton, 2009, 537).

The article aptly notes the value of understanding students’ interests and sharing their

enjoyment in them, which is a facet of building positive relationships with ones’ students.

Akers (2017) reports on how one United States School is endeavouring to increase student

engagement in STEM subjects and the levels of success of the strategies thus far employed.

Strategies for the continuing pursuit of this goal are also discussed in detail. The strategies

employed centred on a STEM “Camp” – one week of extracurricular activities for students

entering the STEM subjects. At the time of writing, the 2016 STEM Camp had already taken

place. The camp was built around practical STEM activities that focused on team building.

The article notes that the aim of the camp was to establish healthy student – teacher

relationships before the STEM subjects began. Moving into the school year, a variety of

strategies are proposed, the first of which is continuing to promote healthy student –

teacher relationships (Akers, 2017).

De Laet, et al (2016) researches the effects of innate psychological traits on the

phenomenon by which positive student – teacher relationships promote student

engagement in the classroom. Importantly, the fact that positive student – teacher

relationships promote engagement is never questioned (De Laet, et al, 2016).

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Hagenauer, et al (2016) reports on the interplay between the student – teacher relationship,

among other factors, and teachers’ emotional states. Once again, the propensity for positive

student – teacher relationships to promote student engagement in the classroom is

presented as fact (Hagenauer, et al, 2016).

These eight studies firmly assert the notion that positive student – teacher relationships

promote students’ engagement in the classroom. What remains is to apply this knowledge

in a specific classroom context.

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The Current Project

Students are to be interviewed by a teacher from a different department or an agent from

outside the school on their feelings about their relationships with their teachers in the

Technology department after consent forms are signed and returned by their parents. The

interview questions and consent form follow.

Interview Questions

1. Who is your teacher for Technology?

2. Do you feel that (teacher) cares about you?
3. (In reference to previous answer) How does that make you feel about the work you
do with (teacher)?
4. (In reference to previous answer) Does that mean you are more/less likely to
complete work for (teacher)?
5. Do you feel that (teacher) is supportive in class? Are they happy to help with your
work if you need it?
6. (In reference to previous answer) How does that make you feel about the work you
do with (teacher)?
7. (In reference to previous answer) Does that mean you are more/less likely to
complete work for (teacher)?
8. What are your interests and hobbies which you do outside of School?
9. Does (teacher) know about your interests and hobbies?
10. Does (teacher) talk to you about your interests and hobbies?
11. Do you feel that (teacher) appreciates your interests and hobbies?
12. (In reference to previous answer) How does that make you feel about the work you
do with (teacher)?
13. (In reference to previous answer) Does that mean you are more/less likely to
complete work for (teacher)?
14. Do you feel that you would be more interested in the work you do with (teacher) if
they cared about you more, offered more support or appreciated your interests and
hobbies?
15. Is there anything else you’d like to say?
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Dear Potential Participant:

I am working on a project titled Promoting Engagement in the Technology Classroom for the class,
‘Researching Teaching and Learning 2,’ at Western Sydney University. As part of the project, I am
collecting information to help inform the design of a teacher research proposal.

This project aims to ascertain the quality of interpersonal relationships between students and the
teachers in the Technology department and determine if and to what degree this needs to be improved
in order to promote engagement in the Technology classroom.

By signing this form, I acknowledge that:

 I have read the project information and have been given the opportunity to discuss the
information and my involvement in the project with the researcher/s.
 The procedures required for the project and the time involved have been explained to me, and
any questions I have about the project have been answered to my satisfaction.
 I consent to truthfully answer the questions in the interview and have the interview recorded
electronically.
 I understand that my involvement is confidential and that the information gained during this
data collection experience will only be reported within the confines of the ‘Researching Teaching
and Learning 2’ unit, and that all personal details will be de-identified from the data.
 I understand that I can withdraw from the project at any time, without affecting my relationship
with the researcher/s, now or in the future.

By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17 years old, and
provide my consent for the person’s participation.

Signed: __________________________________

Name: __________________________________

Date: __________________________________
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Explanation

A straightforward set of interview questions, focused on students’ existing interpersonal

relationships with their teachers, was chosen in order to ascertain the existing quality of

student – teacher relationships. Questions about whether students feel that they would

respond well to different types of support from their teachers are also included. The

questions are ordered in a manner which will progress logically in conversation but some

deviation from the questions is not a problem and could potentially be beneficial. The

teacher conducting the interviews is to be advised accordingly. The interviews will be

recorded so that they may be listened to again in order to make use of the data they

provide. Moving forward with this knowledge, the department may make decisions on how

and to what extent pedagogy needs to change.

Interviewing students in the class about their own feelings regarding their student – teacher

relationships was judged to be the most straightforward way of obtaining the necessary

data with which to determine in what manner and how much pedagogy would need to be

modified to promote engagement in the Technology classroom. In order for students to feel

more comfortable discussing their feelings about their teachers, a teacher or teachers from

another department or an agent or agents from outside the school are to conduct the

interviews.

Questions 2 through to 7 address the most obvious dimensions of the quality of student –

teacher relationships – care and support. The responses to these questions will also
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demonstrate which students (if any) are already responding well to these dimensions of the

student – teacher relationship and which students may respond well if offered more of

these types of support.

In accordance with the assertions of Flynt and Sutton (2009) several questions focus on

teachers’ involvement in “the world that students live in.” (Flynt, Sutton, 2009, 537). As

Flynt and Sutton state, an important facet of healthy student – teacher relationships is for

the teacher to understand and visibly appreciate students’ interests and hobbies. “This level

of personal connection with students can translate into a more productive classroom

environment.” (Flynt, Sutton, 2009, 537). Questions 8 – 13 were written with the intention

of ascertaining whether the kind of support Flynt and Sutton are referring to is already being

achieved and whether or not it needs more work. The question of whether students are

already receiving this kind of support will be answered, as will the question of which

students it is working for already. Whether students will respond well to this kind of support

if it is improved upon in the future will also be ascertained.

Hopefully, the recorded interviews will represent a wealth of data, allowing the department

to make worthwhile improvements to their pedagogy in order to promote engagement in

the Technology classroom.

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Bibliography

Akers, Ruth. (2017). A Journey to Increase Student Engagement. Technology and Engineering
Teacher, February 2017, 28-32.

De Laet, Steven, Colpin, Hilde, Van Leeuwen, Karla, Van Den Noortgate, Wim, Claes, Stephan,
Janssens, Annelies, Goosens, Luc, Verschueren, Karine. (2016). Teacher–student relationships and
adolescent behavioural engagement and rule-breaking behavior: The moderating role of
dopaminergic genes. Journal of School Psychology, Volume 56, 13–25.

Engels, Maaike C., Colpin, Hilde, Van Leeuwen, Karla, Bijttebier, Patricia, Van Den Noortgate, Wim,
Claes, Stephan, Goossens, Luc, Verschueren, Karine. (2016). Behavioral Engagement, Peer Status,
and Teacher–Student Relationships in Adolescence: A Longitudinal Study on Reciprocal Influences.
Journal of Youth and Adolescence, Volume 45, 1192–1207.

Flynt, E. Sutton, Brozo, William G. (2009). It’s all About the Teacher. The Reading Teacher, March
2009, 536-538.

Hagenauer, Gerda, Hascher, Tina, Volet, Simone E. (2015). Teacher emotions in the classroom:
associations with students’ engagement, classroom discipline and the interpersonal teacher-student
relationship. European Journal of Psychology in Education, Volume 30, 385–403.

Conner, Jerusha O., Pope, Denise C. (2013). Not Just Robo-Students: Why Full Engagement Matters
and How Schools Can Promote It. Journal of Youth and Adolescence, Volume 42, 1426–1442.

Lee, Jung – Sook. (2012). The effects of the teacher–student relationship and academic press on
student engagement and academic performance. International Journal of Educational Research,
Volume 53, 330–340.

Quin, Daniel. (2017). Longitudinal and Contextual Associations Between Teacher–Student

Relationships and Student Engagement: A Systematic Review. Review of Educational Research, April
2017, Vol. 87, No. 2, 345–387.