doc16577 Searching_for_Articles_in_WorldCat_Discovery.pdf

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            "text": "1) At Kentucky State University homepage (Kysu.edu), click on MENU as shown:"
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                    "text": "KENTUCKY STATE UNIVERSITY"
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            "text": "Welcome to Paul G. Blazer Library's website, a gateway to our resources and services. The mission of Paul G. Blazer Library is to support the information and research needs of the Kentucky State University community. Included in this"
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            "text": "7) To perform Basic Search type your search term. Example: Student engagement. Press the search key:"
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            "text": "8) At the left side of the Screen, click on Articles and the result list will furnish only articles as shown below:"
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            "text": "may contain URLs/links that would redirect you to a non-EBSCO site. EBSCO does not endorse the accuracy or accessibility of these sites, nor of the content therein.",
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            "text": "2021, VOL. 69, NO. 4, 183–190\nhttps://doi.org/10.1080/87567555.2020.1846486"
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            "text": "Amy Spiker"
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            "text": "University of Wyoming"
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            "text": "This auto ethnographic study examines the difficulty in defining student engagement. Definitions from the author and her students are compared for intersections and disconnect. Trickle down engagement, the teacher setting a contagious engaging tone, was considered. Though many intersections in definitions were noted, one disconnect related to the responsibility for student engagement was identified. This led to the exploration of the role of teacher and student and who owns responsibility for creating an engaging college classroom. As a result of the developing narrative the author determines changes to her teaching practices that may be warranted to include setting an engaging tone, sharing responsibility for engagement with students, and extending grace to herself as teacher.",
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            "text": "Check for updates"
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            "text": "KEYWORDS\nEngagement; Ethnography; Teacher Education"
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            "text": "I am a teacher. That is my identity. I began my professional career as an elementary level teacher and then moved on to a local university setting to work with preservice teachers. Teacher has been my identity since childhood as I lined up my stuffed animals to present a lesson and carried on into my adulthood as I pursued a teaching degree and teaching jobs. Though moving into higher education, I have continued to maintain this identity. As a teacher I feel it is not engaged it is likely my students will not be as well (Saucier 2019)."
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            "text": "not engaged it is likely my students will not be as well (Saucier 2019)."
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            "text": "Listening to this podcast led me to a desire to analyze engagement in my classroom. Does my own definition of engagement reflect the idea of trickling down from me to my students? If I subscribe to the definition of engagement as a trickling down how might this impact my teaching? I sought to employ autoethnographic methods to explore these questions. I felt that seeking to understand my own definition of"
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            "text": "term “engaged” to define engagement. Krause and Coates (2008) define engagement as a combination of time on task and willingness to participate. This definition rests on the observer and requires the observer to further define what it means to be willing to participate. These are simply two examples of the many varied attempts at defining a challenging concept."
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            "text": "Another way to define engagement is using the concept of trickle down engagement, the idea that provided the impetus for this study. Trickle down engagement is related to the idea of emotional contagion (Hatfield, Cacioppo, and Rapson 1993). People tend to mimic and synchronize movements of others. If a person sees a smile, they are likely to return a smile. If they see a certain posture, they are likely to take the same posture. Though these are physical mimics, we tend to unconsciously also alter our emotions accordingly; a frown mimicked can make us feel happy. In addition, individuals may employ empathy during this act of mimicry and may feel similar emotions (Anderson, Keltner, and John 2003). Being aware of emotional contagion is useful in understanding and perhaps advancing interpersonal communication much like the type that occurs between teachers and students (Kahu 2013). If the teacher in front of the classroom is excited about the topic students are likely to \"catch\" this excitement and mimic it in their work, welcomed and is open to take risks within its safety. The socio cultural definition of engagement takes the psychological view one step further and considers the broader social context of learning and why students choose to engage or alienate (Kahu 2013). The psychological view would view an engaged student as one who feels the learning is purposeful and will result in a positive addition to the greater good."
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                    "text": "KENTUCKY STATE UNIVERSITY IN ALL THINGS EXCELLENCE"
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