授業イメージとエンゲージメントを活用した日常的に学び合う校内研修プログラムの開発

これまでの成果

2022年日本教育工学会秋季全国大会での発表

【参考資料】レビューの対象文献リスト

Massiah, A., & James, F. (2020). Does Clinical Supervision Work? The Stories of Two Teachers Empowered to Adopt Student-Centred Teaching Strategies in the Classroom Through a Clinical Supervision Intervention. Caribbean Curriculum, 27, 99 –129.
Bobis, J., Khosronejad, M., Way, J., & Anderson, J. (2020). “Sage on the stage” or “meddler in the middle”: shifting mathematics teachers’ identities to support student engagement. Journal of Mathematics Teacher Education, 23(6), 615-632.
Turner, J. C., Christensen, A., Kackar-Cam, H. Z., Trucano, M., & Fulmer, S. M. (2014). Enhancing Students' Engagement: Report of a 3-Year Intervention With Middle School Teachers. American Educational Research Journal, 51(6), 1195-1226.
Liu S.-N.C., L. C. K., Sandoval C.L., Bergman M., Froyd J.E. (2018). Improving student experiences to increase student engagement (ISE-2). ASEE Annual Conference and Exposition, Conference Proceedings, Paper ID #23203.
Leslie, H. J. (2020). Trifecta of Student Engagement: A framework for an online teaching professional development course for faculty in higher education [Trifecta of Student Engagement]. Journal of Research in Innovative Teaching & Learning, 13(2), 149-173.
Reid, L. F., Sexton, J., & Orsi, R. (2015). Outcomes of a Faculty Development Program Promoting Scholarly Teaching and Student Engagement at a Large Research-Intensive University. The Journal of Faculty Development, 29(3), 23-35.
Turner, J. C. (2014). THEORY-BASED INTERVENTIONS WITH MIDDLE-SCHOOL TEACHERS TO SUPPORT STUDENT MOTIVATION AND ENGAGEMENT. MOTIVATIONAL INTERVENTIONS, 18, 341-378.
Stanulis, R. N., & Floden, R. E. (2009). Intensive Mentoring as a Way to Help Beginning Teachers Develop Balanced Instruction. JOURNAL OF TEACHER EDUCATION, 60(2), 112-122.
Gregory, A., Allen, J. P., Mikami, A. Y., Hafen, C. A., & Pianta, R. C. (2014). Effects of a Professional Development Program on Behavioral Engagement of Students in Middle and High School. Psychology in the Schools, 51(2), 143-163.
Hilpert, J. C., & Husman, J. (2017). Instructional improvement and student engagement in post-secondary engineering courses: the complexity underlying small effect sizes. Educational Psychology, 37(2), 157-172.

2021年日本教育工学会秋季全国大会での発表

【参考資料】レビューの対象文献リスト

Böheim, R., Schnitzler, K., Gröschner, A., Weil, M., Knogler, M., Schindler, A.-K., Alles, M., & Seidel, T. (2021). How changes in teachers’ dialogic discourse practice relate to changes in students’ activation, motivation and cognitive engagement. Learning, Culture and Social Interaction, 28, 100450. https://doi.org/10.1016/j.lcsi.2020.100450
Cents-Boonstra, M., Lichtwarck-Aschoff, A., Denessen, E., Aelterman, N., & Haerens, L. (2020). Fostering student engagement with motivating teaching: An observation study of teacher and student behaviours. Research Papers in Education, 0(0), 1–26. https://doi.org/10.1080/02671522.2020.1767184

de Borba, G. S., Alves, I. M., & Campagnolo, P. D. B. (2020). How Learning Spaces Can Collaborate with Student Engagement and Enhance Student-Faculty Interaction in Higher Education. Innovative Higher Education, 45(1), 51–63. https://doi.org/10.1007/s10755-019-09483-9

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588–600. https://doi.org/10.1037/a0019682

Lee, E., & Hannafin, M. J. (2016). A design framework for enhancing engagement in student-centered learning: Own it, learn it, and share it. Educational Technology Research and Development, 64(4), 707–734. https://doi.org/10.1007/s11423-015-9422-5
Newmann, F. M. (1992). Student Engagement and Achievement in American Secondary Schools. Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 (paperback: ISBN-0-8077-3182-X, $17. https://eric.ed.gov/?id=ED371047

Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing Students’ Engagement by Increasing Teachers’ Autonomy Support. Motivation and Emotion, 28(2), 147–169. https://doi.org/10.1023/B:MOEM.0000032312.95499.6f

Shernoff, D. J. (2013). Optimal Learning Environments to Promote Student Engagement. Springer New York. https://doi.org/10.1007/978-1-4614-7089-2

Shernoff, D., Tonks, S., & Anderson, B. (2014). The Impact of the Learning Environment on Student Engagement in High School Classrooms. Yearbook of the National Society for the Study of Education, Engaging Youth in Schools: Evidence-Based Models to Guide Future Innovations (Vol. 113, pp. 166–177).
Inge Timoštšuk & Anne-Mai Näkk. (2019). Balancing teaching style in the engagement of primary students in science lessons: The examples of four teachers. Education 3-13. https://doi.org/10.1080/03004279.2019.1680722