Handout 1
Engagement Type
Affective – general
Associated Strategies
 Student-centered instructional strategies (e.g., Gettinger &
Walter, 2012).
 Community-based learning activities (e.g., Melaville, Berg, &
Blank, 2006).
 Student participation in decisionmaking processes at the
school or classroom level (e.g., National Association of
Student Councils website).
 Targeted interventions such as Check & Connect
(Christenson & Reschly, 2010).
Affective – teacher/student
relationships
 Student-centered instructional strategies (e.g., Gettinger &
Walter, 2012).
 Targeted interventions such as Check & Connect
(Christenson & Reschly, 2010).
Affective – peer support for
learning
 Positive peer culture (PPC) techniques (e.g., Tate & Copas,
2010).
 Cross-age peer mentoring programs (e.g., Frieman &
Frieman, 2000; Garringer & McRae, 2008).
 Peer tutoring, including strategies specifically targeting
Exceptional Student Education students in an inclusion
setting (e.g., Carter & Kennedy, 2006).
 Targeted interventions such as Check & Connect
(Christenson & Reschly, 2010).
Affective – family support for
learning
 “Parent University” programs (e.g., Charlotte-Mecklenburg
Schools, n.d.).
 Involvement of parents in students’ career
exploration/planning activities (e.g., Fisher, 2007).
 Targeted interventions such as Check & Connect
(Christenson & Reschly, 2010).
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Engagement Type
Cognitive – control &
relevance of school work
Associated Strategies
 Student-centered instructional strategies (e.g., Gettinger &
Walter, 2012).
 Community-based learning activities (e.g., Melaville, Berg, &
Blank, 2006).
 Career exploration and planning activities (National
Collaborative on Workforce and Disability, 2012).
 Student participation in decisionmaking processes at the
school or classroom level (National Association of Student
Councils website).
 Targeted interventions such as Check & Connect
(Christenson & Reschly, 2010).
Cognitive – future aspirations
& goals
 Career exploration and planning activities (e.g., National
Collaborative on Workforce and Disability, 2012).
 Community-based learning activities (e.g., Melaville, Berg, &
Blank, 2006).
 Targeted interventions such as Check & Connect
(Christenson & Reschly, 2010).
Behavioral – general
 Involvement of student in developing/implementing
behavior plans (e.g., Shuh, 2002).
 Positive peer culture (PPC) techniques (e.g., Tate & Copas,
2010).
References
Carter, E. W., & Kennedy, C. H. (2006). Promoting access to the general curriculum using peer
support strategies. Research and Practice for Persons with Severe Disabilities, 31(4), 284–292.
Charlotte-Mecklenburg Schools. (n.d.). What is Parent University? Retrieved from
http://www.cms.k12.nc.us/parents/ParentUniv/Pages/WhatisParentUniversity.aspx.
Christenson, S., & Reschly, A. (2010). Check and Connect: Enhancing school completion through
student engagement. In B. Doll, W. Pfohl, & J. S. Yoon (Eds.). Handbook of youth prevention
science, (pp. 308–327). London: Taylor and Francis.
Fisher, B. (2007, July 1). Parent involvement in student career planning. NCDA Career
Convergence Magazine. Retrieved from
http://www.ncda.org/aws/NCDA/pt/sd/news_article/5344/_PARENT/layout_details_cc/false.
Frieman, M., & Frieman, B. B. (2000, April). Reducing harassment in elementary classrooms
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using high school mentors. Paper presented at the Annual International Conference and
Exhibition of the Association for Childhood Education International, Baltimore, MD.
http://eric.ed.gov/?id=ED439797
Garringer, M., & MacRae, P. (2008). Building effective peer mentoring programs in schools: An
introductory guide. Folsom, CA: Mentoring Resource Center.
Gettinger, M., & Walter, M. J. (2012). Classroom strategies to enhance academic engaged time.
In S. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement
(pp. 653–674). New York: Springer.
Melaville, A., Berg, A. C., & Blank, M. J. (2006). Community-based learning: Engaging students
for success and citizenship. Washington, DC: Coalition for Community Schools.
National Collaborative on Workforce and Disability. (2012, March). Career exploration in action.
Practice Brief, no. 3. Retrieved from http://www.ncwd-youth.info/innovativestrategies/practice-briefs/career-exploration-in-action.
Shuh, S. (2002). Children’s self-efficacy beliefs, goal-setting behaviors, and self-regulated
learning. Journal of National Taipei Teachers College, 15, 263–282.
Tate, T. F., & Copas, R. L. (2010). Peer pressure and the group process: Building communities of
concern. Reclaiming Children and Youth, 19(1), 12–16.
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