Examining behavioral, relational, and cognitive engagement in smaller learning communities: A case study of reform in one suburban district |
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| Authors: | Heather A Davis Mei-Lin Chang Carey E Andrzejewski and Ryan R Poirier |
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| Institution: | (1) Department of Curriculum and Instruction, College of Education, North Carolina State University, 402J Poe Hall, Box 7801, Raleigh, NC 27695-7801, USA;(2) Educational Studies, Emory University, Suite 240, 1784 N. Decatur Rd, Atlanta, GA 30322, USA;(3) Department of Educational Foundations, Leadership and Technology, Auburn University, 4036 Hayley Center, Auburn, AL 36849, USA;(4) Strayer University, 8425 Pulsar Place, Suite 400, Columbus, OH 43240, USA |
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| Abstract: | The purpose of this project was to examine the impact of Smaller Learning Community reform on students’ behavioral, relational,
and cognitive engagement in a suburban school district experiencing urbanization. We describe a project in which we evaluated
the engagement of a cohort of 8th grade students as they transitioned to high school (n = 605). Specifically, we disaggregated the data to identify how students’ engagement differed as a function of their participation
in Smaller Learning Community structures, prior achievement, and race. |
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