This thesis is a third-grade teacher's examination of student engagement. The promotion of student engagement is an important issue for teachers and educational researchers since engagement is considered essential for learning to occur. The purpose of this study was to identify and discuss several classroom contexts in which students motivate themselves for engagement, that is, to behave, feel, and think in ways that relate positively to school and learning. The method chosen was self-study, which is a form of narrative inquiry, whereby the author used memory work to recall and reflect on his childhood and professional experiences of student engagement. The insights gained and the issues raised from this inquiry are organised around three key themes: relationships, meaningful instruction, and goal orientation. Connections are made between the author's childhood and teacher experiences, and these experiences are linked to empirical and theoretical research on student motivation in classroom settings.
|Doucet, Richard John.
|Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada
|Electronic Thesis or Dissertation
|Master of Arts (Department of Educational Studies.)
|© Richard John Doucet, 2006
|alephsysno: 002572055, proquestno: AAIMR28553, Theses scanned by UMI/ProQuest.
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