The role of language status and school-based relationships in predicting student engagement

Ginsburg-Block, MarikaThe purpose of this exploratory study was to investigate the association of language status and school-based relationships (e.g., teacher-student relationships, student-student relationships, and teacher-home communications) on parent perceptions of their students’ engagement. Additionally, the relationship between student and school demographic factors and student engagement was explored. The study also investigated the moderating effects of language status and grade level on the association between parent perceptions of teacher-student relationships and student engagement, student-student relationships and student engagement, and teacher-home communications and student engagement. Data were gathered from parents of public-school students from preschool through fifth grade in the state of Delaware. Data were gathered from 17,229 parents in 103 public schools, including 2,245 self-identified Spanish speakers. Differential identification of Spanish-speaking linguistically diverse youth by their language ability in English and Spanish was utilized. Consistent with engagement literature and factor analysis results, engagement was measured as an overall factor, including behavioral- cognitive and emotional engagement. ☐ Results of hierarchical linear analysis indicated that school demographics, teacher-student relationship quality, and teacher-home communication quality were predictors of student engagement. Further, results indicated different ratings of engagement between linguistic groups. Findings of this exploratory study highlight the importance of parent perceptions of school-based relationships in developing student engagement for all students. Through examining schoolwide factors that contribute to linguistically diverse students’ engagement, the results may guide the work of teachers, administrators, and policymakers on which programs have the potential to yield the best success for engagement in schools with a high proportion of linguistically diverse students. Future research utilizing both longitudinal and quasi-experimental design is needed to understand the impact of school-level factors on student engagement for linguistically diverse students. Further, future research may include district level services impacting linguistically diverse student engagement.University of Delaware, School of EducationPh.D

Predictors of a Positive Online Learning Experience

The onset of the COVID-19 pandemic brought social distancing and thus the necessity of remote learning, especially for international programs, which had the additional challenge of travel and border restrictions. This research adds to the literature by looking at student perceptions of their learning environment within one international medical program. The current study fills the gap in research on medical students’ perceptions with the e-learning environment and provides valuable insight into program development for international medical schools interested in incorporating e-learning into their curriculum.&nbsp

Are You Ready for a Story? Kindergarten Children’s Emotional Competencies during a Story-Reading Situation Is Associated with Their Readiness for School

The current study aimed to explore the associations between children’s emotional reactions to stories and their school readiness skills. One hundred and fifty kindergarten children (Mage = 66.98 months; 66 boys) were interviewed to examine their emotional reactions to a story, and the children’s kindergarten teachers reported on the children’s school readiness skills: verbal abilities, approaches toward learning, and social skills. Using bibliotherapeutic terms and methods, the children’s identification with the main character in the story, their insight about the story, and their ability to connect the story to their own experiences were coded. Findings revealed associations between the children’s emotional responses to the story, specifically, the children’s identification and echoing with all three school readiness indicators (verbal abilities, behavior, and approaches toward learning). Additionally, the children’s insight into the story mediated the link between verbal abilities and approaches toward learning and between verbal abilities and hyperactivity. Practically, the current study offers a new approachable method that practitioners can use as a possible emotional tool in early education. Children’s responses to a story can provide a unique opportunity to better understand children’s perceptions of different narratives and socio-emotional situations, which can direct educators in their work. Empirically, the current study can guide further research and training on utilizing stories to understand children’s readiness for school