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Mishan (2011) describes features of problem-based learning and the manner in which
it better informs a teachers pedagogical practice. Often referred to as PBL, stems from
discusses the independent learner constructing knowledge with the influence of the student’s
experiences with external environments including peer interactions. Mishan’s (2011) report is
significant piece of literature for shaping the understanding surrounding the role of a teacher
for engaging students in class. Teachers are essential for the creating a positive learning process
for students. Through using features of constructivism whereby, a teacher focuses on the
cognitive conflict a student may encounter, the teacher will be able to weave this method with
Through De Jongs (2005) democratic lens casts a teacher into a fair, fostering student
for negotiation within the classroom reinforcing values and respectful learning. Similar to
teachers to look at diversity within the classroom and tailor pedagogical practice according to
individual needs encouraging self- efficacy. De Jong (2005) suggests engagement students
have with their learning process correlates with the behavioural expectations teachers set for
students. In this instance, teachers have a role in relaying explicit instruction and balance
between reward and consequences in addition to positive reinforcement strategies for increased
academic achievement.
According to Anderson, Christenson, Sinclair and Lehr (2004) in order for teachers to
meet their role requirements they need to foster positive behaviours within students in order to
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create effective engagement in the classroom and school climate. Anderson et al. (2004)
of punctual attendance, being attentive, feelings of safety and respect as well as participating
in the learning process and school domain. With in this report, Anderson et al. (2004)
investigates the connection between student drop outs and the role of teachers in preventing
teacher relationship it becomes evident the teacher is a essential part of students positive after
Capara, Babaranelli, Steca and Malone (2006) conducted a study that examined the
self-efficacy of teachers as a measure of job satisfaction and the effect this may have had on
students’ academic achievement. The method used for these results was the ‘Structural
equation modelling analyses’ for understanding the levels of achievement and the correlation
to teacher’s roles. Capara et al. (2006) discuss the importance of understanding how a teacher
meeting the needs of students cause an increase in engagement for between academic
achievement within a classroom compared to a teacher that lacks self-beliefs and self-efficacy.
A teacher that is committed to the altruistic profession of teaching fruitfully will provide
students with stimuli for a rich and positive learning experience. This study is significant for
understanding how effective a teacher’s role is when a teacher is performing at optimum level
with enhanced motivation for positive student engagement. Students may feel disengaged
within a teacher’s class that does not exhibit resiliency and motivation themselves.
Van Uden, Ritzen, & Pieters, (2014) discusses similar perspectives to Capara et al.
(2006) in respect to teacher’s interpersonal behaviour and beliefs for fostering student
engagement. Van Uden et al. (2014) distinguishes engagement through three characteristics
including the level of cognitive, emotional and behavioural engagement. Questionnaires were
designed to explain the correlation between a teacher’s role and influence on students
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engagement and learning process. The significant result found through the research strongly
correlated between the three characteristics of engagement and a teacher’s beliefs. These
questionnaires may provide insight into the level of engagement students may develop in a
classroom climate.
Cooper, Kintz and Miness (2016) research provides support to Van Uden et al.’s (2014)
literature through investigating the correlation between teacher agency and students
engagement. Over a three-year period, data was collected in respect to the perceptions teachers
held on student engagement and their reactions to annual surveys students completed. Through
the level of engagement a student was experiencing revealed the differences in support,
reflectiveness and adaptivity a teacher possessed and provided to the students in their classes.
Not only does this reveal the gaps in a student learning process but determines the role a teacher
should have for positive student engagement. These reports are a chief component for a
teachers personal and professional development for promoting the fundamental swing teacher
Fredricks, Blumenfeld, & Paris (2004) discuss the multilayered nature of student
engagement, drawing on similar ideas aforementioned through the literature of Van Uden
et al. (2014). A teacher’s role is to promote a positive learning environment whereby a student
engages in respectful and appropriate behaviour in respect to social and academic environments
and activities. This is considered essential in achieving academic success and prevents students
from disengaging with their learning process. The second component that teachers are to
monitor, and nurture is emotional engagement, guiding student in harnessing their positive and
negative reactions to a variety of aspects within their lives including; academics, classmates,
school and their teachers (Fredricks et al. 2004). This reinforces the idea that building a
positive, caring, democratic, diverse, teacher-student relationships are essential elements for
increasing positive academic achievement. Through this role teachers will be creating a
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willingness for students to better engage in school. Lastly, a teacher’s role is to relay curriculum
and develop strategies for students to benefit from maximum cognitive engagement with
content, curriculum and the overall learning process (Fredricks et al. 2004). Through quality
pedagogy teachers are able to promote higher order thinking and encourage critical thinking
for students better understanding and engagement for higher academic achievement. Thus, a
teacher’s role is to gauge whether a student’s behavioural, emotion and cognitive engagement
Caro, Lenkeit, & Kyriakides (2016) discusses the strategies teachers implement into
differentiative pedagogy and student learning for effective engagement using a research study.
Part of a teacher’s role for engaging students includes designing strategies for specific subjects
across the curriculum. Caro et al. (2016) consider the curvilinear correlation between a teacher
meeting the needs of student’s cross-cultural perspectives and various socio-economic status
for effective student engagement in school. Caro et al. (2016) provides insight into how
teachers role needs to help students thrive in cognitive engagement, enforce a positive
components and mathematics performance in this instance. A teacher’s role according to Caro
et al. (2016) is to design an explicit relationship between new curriculum and prior knowledge,
state and reinforce explicit learning goals for higher engagement and higher achievement.
According to Caro et al. (2016) teachers that implement strategies based on constructivist
theory benefit students learning process as it promotes an active engagement within the
empower students to differentiate between representations, ideas, facts and conceptual high
order thinking. In addition, through the constructivist lens a teacher’s role is to encourage
students to explain, compare and evaluate various solutions, results and strategies within and
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throughout this literature, raising whether teachers should be applying strategies from this
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Reference
Anderson, A. R., Christenson, S. L., Sinclair, M. F., & Lehr, C. A. (2004). Check &
Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers' self-efficacy
doi:10.1016/j.jsp.2006.09.001
Caro, D. H., Lenkeit, J., & Kyriakides, L. (2016). Teaching strategies and differential
Cooper, K. S., Kintz, T., & Miness, A. (2016). Reflectiveness, Adaptivity, and Support:
De Jong, T. (2005). A Framework of Principles and Best Practice for Managing Student
Behaviour in the Australian Education Context, School Psychology International, Vol
26, Issue 3, 353-370, doi.org/10.1177/0143034305055979
Van Uden J, M., Ritzen, H., & Pieters, J, M. (2014). Engaging students: The role of teacher
beliefs and interpersonal teacher behaviour in fostering student engagement in
vocational education. Teaching and Teacher Education, 37, 21-32.
doi:10.1016/j.tate.2013.08.005
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Dear Potential Participant:
I am working on a project titled “What role the teacher plays for effectively engaging
students?” 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.
The purpose of this project will be to collect data specifically to find out what role teachers
have played for promoting effective student engagement in Australian classrooms. The mode
of data collection consists of unstructured interviews. Six interviewees will be asked 5-10
unstructured questions. Through a conversation we would like to discover the relationship
between the strategies teachers may use in a classroom climate and the correlation this has
with the level of student behavioural, emotional and cognitive engagement exhibited within a
school climate.
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 a recorded informal interview, that will remain on the device until the
data is processed into an anonymous graph then deleted.
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.
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Justification
The participations included in this study will begin with three high school teachers
emotional and cognitive engagement. It will be valuable for the research projects qualitative
results, to gather primary experience through candid authentic conversation and opinion
rather than solely a quantitative survey. The quantitative data will reveal a base data that we
will be able to build on, compare and contrast to existing literature. The qualitative date will
discuss the variances the high school teachers experience in what kind of role they strive
towards. Through the authentic conversations hopefully there will be data to support whether
or not a teacher’s job satisfaction, happiness and self-efficacy has a direct correlation to their
teaching pedagogy with completely remaining anonymous and the complete freedom of
withdrawal from the study. A sample of the questioning used for these teachers will include:
‘How do you define your role for engaging students in your classroom?’ and ‘Do you
monitor a student’s level of engagement from the start till the end of a school semester to
measure how effective your pedagogical strategies are?’, ‘what do you think motivates
students?’, are a few questions for the informal interview; using ‘why do you think that is?’
The next two interviewees will include one preservice teachers as they can reflect on
their secondary schooling experience in relevance to their levels of engagement and how their
teachers influence their learning process. Finally, two experts in the field of education will be
interviewed providing insight into what role teachers should in fact be playing to achieve
Sydney will be lecturers or professors who have had experience with the limitations and
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benefits of Constructivist Theory applied in classrooms and Problem- Based Learning. The
preservice teacher and experts will be asked similar questions for discovering the role that
teachers embrace for effective student engagement and compared to the literature above.
Summary:
My literature review was about the role a teacher plays for increasing a student’s engagement
within a classroom for increased academic achievement. Looking through numerous studies
three categories of engagement were common, cognitive engagement, behavioural engagement
and emotional engagement. The studies chosen investigated effects of constructivists theories
and problem-based learning approaches. Positive student-teacher relationships result in
maximising a student’s cognitive, behavioural and emotional positive engagement. Literature
looked at how teacher’s wellbeing and poor job satisfaction could result in poor student
engagement decreasing engagement levels showing the importance of teachers needing to
execute the multifaceted characteristics of self-efficacy, self-value, self-management applying
these practices through quality pedagogical teacher.