Student and Teacher Perspectives Across Mathematics and Science Classrooms: The Importance of Engaging Contexts

Substantial recent focus has been placed upon the competitiveness of American students in increasingly global economies and entrepreneurial enterprises. As concerns center on students' educational preparedness and their efforts at continued learning, researchers acknowledge the importance of student engagement with school. In order to foster engaged learners, teachers must be able to determine and monitor their students'levels of engagement. The current study examined the alignment of perceptions of engagement by students, teachers, anSubstantial recent focus has been placed upon the competitiveness of American students in increasingly global economies and entrepreneurial enterprises. As concerns center on students' educational preparedness and their efforts at continued learning, researchers acknowledge the importance of student engagement with school. In order to foster engaged learners, teachers must be able to determine and monitor their students'levels of engagement. The current study examined the alignment of perceptions of engagement by students, teachers, and outside observers across middle and high school mathematics and science classrooms. Results indicated significant teacher-student differences in perceptions of student cognitive engagement across mathematics and science classrooms with teachers consistently perceiving higher levels than students. Moreover, most effect sizes were moderate to large. A subsequent multi-level analysis indicated that while teacher perceptions of student cognitive engagement were somewhat predictive of student reported cognitive engagement, academic engagement ratings by outside observers were not.d outside observers across middle and high school mathematics and science classrooms. Results indicated significant teacher-student differences in perceptions of student cognitive engagement across mathematics and science classrooms with teachers consistently perceiving higher levels than students. Moreover, most effect sizes were moderate to large. A subsequent multi- level analysis indicated that while teacher perceptions of student cognitive engagement were somewhat predictive of student reported cognitive engagement, academic engagement ratings by outside observers were not.