The purpose of this paper was to analyze and critique the proposals made in "The Engaged Cla... more The purpose of this paper was to analyze and critique the proposals made in "The Engaged Classroom" by Sam Intrator to increase student engagement in the classroom. The methodology used was to analyze, compare, and critique the proposals based on educational research ...
Slow Time: Class time is monotonous and classroom activities are predictable, mechanically routin... more Slow Time: Class time is monotonous and classroom activities are predictable, mechanically routine, and dull. Students listen to CD players with headphones, read magazines, play cards, and daydream. Lost time: A more intense form of disengagement Students cannot describe or Lost time: A more intense form of disengagement. Students cannot describe or articulate any form of experience. They merely wait for class to end. Fake Time: Students position themselves to appear attentive. Students engage in "doing school" . Students engage in the charade of paying attention but instead pass notes do homework study for quizzes and create to do lists instead pass notes, do homework, study for quizzes, and create to-do lists. Worry Time: Students spend their class time worrying and fretting and strategizing about nonacademic issues. These distractions drain their energy to connect emotionally and intellectually to the classroom. Play Time: Students are generally attentive but are passive. They appear to be engaged in collaborative work but are actually engaged in off-subject conversations.
2004). An estimated 68% of all high school students graduated each year in the US while approxima... more 2004). An estimated 68% of all high school students graduated each year in the US while approximately a third dropped out (Swanson, 2004). For minority students, Blacks, Hispanics, and Native Americans, the graduation rate was even lower at approximately 50% (Swanson, 2004). These findings have not been disputed. Researchers have found, however, that graduation rates were even lower in large urban school districts and in many districts across the US (Swanson, 2004). Swanson found that New York City, Detroit, and Baltimore had graduation rates below 40%. Detroit, with the 11 th largest school district, had the lowest graduation rate in the U.S. at 21.7%. Fourteen major urban school districts in the U.S. had graduation rates below 50%. Miami, Dallas, Denver, Milwaukee, Los Angeles, Cleveland, and Houston also had graduation rates below 50% (Swanson, 2004). The growing overall trend in research on graduation rates showed that the rate was much lower than the accepted national yearly average of 68%. Graduation rates have come under increased attention and scrutiny because of the accountability and yearly progress requirements of the No Child Left Behind Act (2001). In 2007, researchers found that many US high schools were "drop out factories" because their graduation rates were below 60% (Balfanz & Legters, 2004). Balfanz and Legters found that "there are currently between 900 and 1,000 high schools in the country in which graduating is at Measuring Graduation Rates 3 best a 50/50 proposition" and "half or more of high school students do not graduate" (p. 2). Almost 30 percent of all students entering high school in the U.S. never graduate (Greene & Winters, 2005). Drop out rates were much higher for minority students which was termed "an invisible crisis" (Orfield, Losen, Wald, & Swanson, 2004). Orfield et al. (2004) found the following regarding the minority drop out rate: Nationally, high school graduation rates are low for all students, with only an estimated 68% of those who enter 9th grade graduating with a regular diploma in12th grade. But, as the table below [Appendix A] makes clear, they are substantially lower for most minority groups, and particularly for males. According to the calculations used in this report, in 2001, only 50% of all black students, 51% of Native American students, and 53% of all Hispanic students graduated from high school. Black, Native American, and Hispanic males fare even worse: 43%, 47%, and 48% respectively. (p. 2) These findings have been challenged and disputed (Kaufman, 2001; Mishel & Roy, 2006). Mishel and Roy found that graduation rates had increased steadily over the past 40 years. They argued that, based on their data, the claims of a graduation "crisis" were exaggerated and based on flawed and inaccurate data (Mishel & Roy, 2006, p. 11). They found that using enrollment and diploma data was inaccurate because it did not track students who transferred to another school or district (Mishel & Roy, 2006, p. 8). Mishel and Roy (2006) relied on actual student experiences and U.S. Census Bureau Current Population Survey (CPS) data of households, which was a more accurate procedure because it took into account those students who transferred. Research that relies on the Departure Method is inaccurate and misleading because it does not take into account the number of students who transfer, move, die, or enroll in career and alternative education programs Research that uses Departure Method data is alarmist and sensationalized to focus attention on graduation rates and making changes to the NCLBA The more accurate Cohort Method is used in a minority of states and requires more time and resources to implement Using the more accurate and detailed Cohort Method, however, results in research findings that do not show a crisis in graduation rates Even under the Cohort Method, researchers have found that approximately a third of all US high school students do not graduate Graduation rates can be increased by allowing at risk students to take career and technical training courses (CTE), by providing adult mentors to minority students, by increasing student self-esteem, and by increased parental involvement and encouragement Azzam, A. (2007). Why students drop out.
The purpose of this paper was to analyze and critique the proposals made in "The Engaged Cla... more The purpose of this paper was to analyze and critique the proposals made in "The Engaged Classroom" by Sam Intrator to increase student engagement in the classroom. The methodology used was to analyze, compare, and critique the proposals based on educational research ...
Slow Time: Class time is monotonous and classroom activities are predictable, mechanically routin... more Slow Time: Class time is monotonous and classroom activities are predictable, mechanically routine, and dull. Students listen to CD players with headphones, read magazines, play cards, and daydream. Lost time: A more intense form of disengagement Students cannot describe or Lost time: A more intense form of disengagement. Students cannot describe or articulate any form of experience. They merely wait for class to end. Fake Time: Students position themselves to appear attentive. Students engage in "doing school" . Students engage in the charade of paying attention but instead pass notes do homework study for quizzes and create to do lists instead pass notes, do homework, study for quizzes, and create to-do lists. Worry Time: Students spend their class time worrying and fretting and strategizing about nonacademic issues. These distractions drain their energy to connect emotionally and intellectually to the classroom. Play Time: Students are generally attentive but are passive. They appear to be engaged in collaborative work but are actually engaged in off-subject conversations.
2004). An estimated 68% of all high school students graduated each year in the US while approxima... more 2004). An estimated 68% of all high school students graduated each year in the US while approximately a third dropped out (Swanson, 2004). For minority students, Blacks, Hispanics, and Native Americans, the graduation rate was even lower at approximately 50% (Swanson, 2004). These findings have not been disputed. Researchers have found, however, that graduation rates were even lower in large urban school districts and in many districts across the US (Swanson, 2004). Swanson found that New York City, Detroit, and Baltimore had graduation rates below 40%. Detroit, with the 11 th largest school district, had the lowest graduation rate in the U.S. at 21.7%. Fourteen major urban school districts in the U.S. had graduation rates below 50%. Miami, Dallas, Denver, Milwaukee, Los Angeles, Cleveland, and Houston also had graduation rates below 50% (Swanson, 2004). The growing overall trend in research on graduation rates showed that the rate was much lower than the accepted national yearly average of 68%. Graduation rates have come under increased attention and scrutiny because of the accountability and yearly progress requirements of the No Child Left Behind Act (2001). In 2007, researchers found that many US high schools were "drop out factories" because their graduation rates were below 60% (Balfanz & Legters, 2004). Balfanz and Legters found that "there are currently between 900 and 1,000 high schools in the country in which graduating is at Measuring Graduation Rates 3 best a 50/50 proposition" and "half or more of high school students do not graduate" (p. 2). Almost 30 percent of all students entering high school in the U.S. never graduate (Greene & Winters, 2005). Drop out rates were much higher for minority students which was termed "an invisible crisis" (Orfield, Losen, Wald, & Swanson, 2004). Orfield et al. (2004) found the following regarding the minority drop out rate: Nationally, high school graduation rates are low for all students, with only an estimated 68% of those who enter 9th grade graduating with a regular diploma in12th grade. But, as the table below [Appendix A] makes clear, they are substantially lower for most minority groups, and particularly for males. According to the calculations used in this report, in 2001, only 50% of all black students, 51% of Native American students, and 53% of all Hispanic students graduated from high school. Black, Native American, and Hispanic males fare even worse: 43%, 47%, and 48% respectively. (p. 2) These findings have been challenged and disputed (Kaufman, 2001; Mishel & Roy, 2006). Mishel and Roy found that graduation rates had increased steadily over the past 40 years. They argued that, based on their data, the claims of a graduation "crisis" were exaggerated and based on flawed and inaccurate data (Mishel & Roy, 2006, p. 11). They found that using enrollment and diploma data was inaccurate because it did not track students who transferred to another school or district (Mishel & Roy, 2006, p. 8). Mishel and Roy (2006) relied on actual student experiences and U.S. Census Bureau Current Population Survey (CPS) data of households, which was a more accurate procedure because it took into account those students who transferred. Research that relies on the Departure Method is inaccurate and misleading because it does not take into account the number of students who transfer, move, die, or enroll in career and alternative education programs Research that uses Departure Method data is alarmist and sensationalized to focus attention on graduation rates and making changes to the NCLBA The more accurate Cohort Method is used in a minority of states and requires more time and resources to implement Using the more accurate and detailed Cohort Method, however, results in research findings that do not show a crisis in graduation rates Even under the Cohort Method, researchers have found that approximately a third of all US high school students do not graduate Graduation rates can be increased by allowing at risk students to take career and technical training courses (CTE), by providing adult mentors to minority students, by increasing student self-esteem, and by increased parental involvement and encouragement Azzam, A. (2007). Why students drop out.
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