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Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

The purpose of this study was to explore student, teacher, and administrator perspectives regarding student attachment in three secondary school environments that contained a wide variety of programs and served a diverse spectrum of student needs. Student attachment was examined by using a questionnaire, by interviewing students and teachers in focus group meetings, and by documenting student, teacher, and administrator perspectives regarding student attachment and the ways schools may encourage student attachment to school. The central question posed was, "What is student attachment to school, and does it exist to the same extent in different schools and school programs?" </p> <p>The study employed data collected from three secondary schools--an alternative community school with block scheduling, a collegiate organized with teacher advisory groupings, and a comprehensive collegiate with technical--vocational elective courses. Within two of the schools were French Immersion programs and one school held an advanced program for academically talented students. In total, 373 students completed a questionnaire, 88 students and 20 teachers participated in 19 focus group meetings and three administrators, one at each site, were interviewed. </p><p>Several techniques were employed to analyze the quantitative and qualitative data collected through the questionnaire, focus groups, and administrator interviews. Using factor analysis, seven factors were generated, providing a framework for examining student attachment to school. The factors delineated were belongingness, self esteem, friendships, teacher relationships, valuing school, involvement, and security. These seven factors allowed for a clear description of how this construct was perceived by students, teachers, and administrators within the three school sites. It was found that students scoring high on some or all of these factors were attached to school. Low scores on most or all factors indicated alienation or a lack of attachment to school. Students in a school with a philosophy of support and an emphasis on relationships had higher scores for belongingness and teacher relationships, while students in specialized programs such as Advanced or French Immersion had higher scores for self esteem and friendships. Students in modified-tracked courses exhibited lower scores on many of the attachment to school factors. </p><p>Student attachment to school existed in all three sites examined through this study, but the extent of the individual constructs comprising attachment to school varied. As the scores for the seven factors outlined by the responses to the questionnaire varied a great deal by program and by school, it became apparent that each of the learning environments affected student perceptions of their belongingness, friendships, relationships with teachers, valuing of school, involvement in activities, and security. Self esteem appeared to be the product of more than just the present learning environment. </p><p>Measuring student attachment to school is one way to gauge the effectiveness of the learning environment. Since a significant difference in student attachment to school has been identified between schools participating in this study and even between student programs within the same school, findings of the study support addressing student attachment to school when determining the organizational structure of a secondary school. It is apparent there is a relationship for students between marks and attachment to school. Further studies are necessary to understand to what extent student achievement influences each of the attachment factors or to what extent each of the factors influences student achievement.

This thesis explores the complex and multidimensional topic of student engagement in one Ontario postsecondary setting. This study was designed to discover if faculty and students agree or differ in their understanding and perceptions of student engagement and, if so, how. Using a qualitative approach, full-time faculty and students from one school in one college were observed and interviewed about their understandings and perceptions regarding student engagement in the classroom. Faculty volunteers had at least two years of full-time teaching experience and students were past their first year of study. Study participants confirm that student engagement differs in definition and understanding among and between individuals, shifts over time, and can be experienced in isolation or with others. There are cognitive, behavioural and emotional aspects of engagement that participants described as having a clear impact on their learning. In addition, various demographic factors were deemed to influence experienced and perceived variances in levels of engagement. Discussions of demographic factors reveal a great deal of work needed in order to understand and work with these areas to foster engagement. Interviews revealed a narrow iii interpretation of concepts, such as gender interpreted as sexual designation and socio-economic status as financial income. To support engagement a deeper understanding of, and appreciation for, these factors is needed. Added understandings of culture, race and ethnicity are needed to truly honour students in the classroom. Faculty need to take the time to look past surface behaviours, invite student collaboration and truly attend to individual needs to facilitate a deeper level of engagement in the classroom. This study confirms that our perceptions and experiences with engagement are highly personal and complex. There was no common definition found; student engagement is as diverse as the student population. It is an elusive, evolving, complex phenomenon. To understand and promote engagement in the field of postsecondary education, it is imperative that student engagement remain a focus of ongoing dialogue and reflection. Implications for practice and consideration for future areas of research are suggested.

This thesis explores the complex and multidimensional topic of student engagement in one Ontario postsecondary setting. This study was designed to discover if faculty and students agree or differ in their understanding and perceptions of student engagement and, if so, how. Using a qualitative approach, full-time faculty and students from one school in one college were observed and interviewed about their understandings and perceptions regarding student engagement in the classroom. Faculty volunteers had at least two years of full-time teaching experience and students were past their first year of study. Study participants confirm that student engagement differs in definition and understanding among and between individuals, shifts over time, and can be experienced in isolation or with others. There are cognitive, behavioural and emotional aspects of engagement that participants described as having a clear impact on their learning. In addition, various demographic factors were deemed to influence experienced and perceived variances in levels of engagement. Discussions of demographic factors reveal a great deal of work needed in order to understand and work with these areas to foster engagement. Interviews revealed a narrow iii interpretation of concepts, such as gender interpreted as sexual designation and socio-economic status as financial income. To support engagement a deeper understanding of, and appreciation for, these factors is needed. Added understandings of culture, race and ethnicity are needed to truly honour students in the classroom. Faculty need to take the time to look past surface behaviours, invite student collaboration and truly attend to individual needs to facilitate a deeper level of engagement in the classroom. This study confirms that our perceptions and experiences with engagement are highly personal and complex. There was no common definition found; student engagement is as diverse as the student population. It is an elusive, evolving, complex phenomenon. To understand and promote engagement in the field of postsecondary education, it is imperative that student engagement remain a focus of ongoing dialogue and reflection. Implications for practice and consideration for future areas of research are suggested.

Graduation date: 1976

The purpose of this study was to explore student, teacher, and administrator perspectives regarding student attachment in three secondary school environments that contained a wide variety of programs and served a diverse spectrum of student needs. Student attachment was examined by using a questionnaire, by interviewing students and teachers in focus group meetings, and by documenting student, teacher, and administrator perspectives regarding student attachment and the ways schools may encourage student attachment to school. The central question posed was, "What is student attachment to school, and does it exist to the same extent in different schools and school programs?" </p> <p>The study employed data collected from three secondary schools--an alternative community school with block scheduling, a collegiate organized with teacher advisory groupings, and a comprehensive collegiate with technical--vocational elective courses. Within two of the schools were French Immersion programs and one school held an advanced program for academically talented students. In total, 373 students completed a questionnaire, 88 students and 20 teachers participated in 19 focus group meetings and three administrators, one at each site, were interviewed. </p><p>Several techniques were employed to analyze the quantitative and qualitative data collected through the questionnaire, focus groups, and administrator interviews. Using factor analysis, seven factors were generated, providing a framework for examining student attachment to school. The factors delineated were belongingness, self esteem, friendships, teacher relationships, valuing school, involvement, and security. These seven factors allowed for a clear description of how this construct was perceived by students, teachers, and administrators within the three school sites. It was found that students scoring high on some or all of these factors were attached to school. Low scores on most or all factors indicated alienation or a lack of attachment to school. Students in a school with a philosophy of support and an emphasis on relationships had higher scores for belongingness and teacher relationships, while students in specialized programs such as Advanced or French Immersion had higher scores for self esteem and friendships. Students in modified-tracked courses exhibited lower scores on many of the attachment to school factors. </p><p>Student attachment to school existed in all three sites examined through this study, but the extent of the individual constructs comprising attachment to school varied. As the scores for the seven factors outlined by the responses to the questionnaire varied a great deal by program and by school, it became apparent that each of the learning environments affected student perceptions of their belongingness, friendships, relationships with teachers, valuing of school, involvement in activities, and security. Self esteem appeared to be the product of more than just the present learning environment. </p><p>Measuring student attachment to school is one way to gauge the effectiveness of the learning environment. Since a significant difference in student attachment to school has been identified between schools participating in this study and even between student programs within the same school, findings of the study support addressing student attachment to school when determining the organizational structure of a secondary school. It is apparent there is a relationship for students between marks and attachment to school. Further studies are necessary to understand to what extent student achievement influences each of the attachment factors or to what extent each of the factors influences student achievement.