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# SEARCHING FOR ARTICLES IN WORLDCAT DISCOVERY

## Basic

1) At Kentucky State University homepage (Kysu.edu), click on MENU as shown:

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## 2 ) Click on Academics arrow:





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## 3 ) Click on Library



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### 4 ) Welcome to Blazer Library. Click on Library Resources as shown:

KENTUCKY STATE UNIVERSITY

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### Welcome to Paul G. Blazer Library

The Library is opened Monday through Thursday from 8:00 am to 10:00 pm, Friday from 8:00 am to 5:00 pm, and Saturday from 11:00 to 3:00 pm, and on Sunday from 2:00 pm to 9:00 pm.

The extended hour study room is opened 24 hours a day.

Please Chat with us through LibAnswers for assistance. See the link below.

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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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## 5 ) Click on KSU Library Catalog:

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## 6 ) Click on KSU WorldCat Discovery

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7) To perform Basic Search type your search term. Example: Student engagement. Press the search key:

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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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## 9 ) Click on View full text as shown in item 2 below:

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Note: If prompted at any time to log in. Please do so in order to access the full text article.

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10) Here is an excerpt of the full text article. Tools at the right top corner include for citing, printing etc. The arrow at the bottom page is for navigating the pages of the article.

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2021, VOL. 69, NO. 4, 183–190

https://doi.org/10.1080/87567555.2020.1846486

Check for updates

# Student Engagement; Who is in Charge?

Amy Spiker

University of Wyoming

## 

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.

KEYWORDS

Engagement; Ethnography; Teacher Education

## Introduction

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).



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

## 

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.

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.



These definitions and perspectives exhibit the difficulty in agreeing upon one clear definition of engagement. Most definitions rest on the visible and few attempts have been undertaken to define engagement other than through distinct observable behaviors, ignoring the internal student voice (Zyngier 2008). Most definitions of engagement treat something as simple as student interest in a subject or lesson as the very same as engagement. Newmann (1981) cautions that engagement is much more than students simply feeling good about instruction. It transcends beyond simple interest in a subject or enjoyment of an activity. It is not enough for students to connect to instruction, they must also be able to be critical (Zyngier 2008). Students must be able to filter through the learning, grabbing on to the items that connect to them and are purposeful and lead to personal growth toward personal goals. Measuring what we cannot see is difficult at best and relies on a student's honest self-reflection and reporting.

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# Citing from Result List

### Citing a single item from the Result List. Click on Cite

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Summary: 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

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## Select citation style-APA

## Cite Student Engagement; Who Is in Charge?

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## Student Engagement; Who Is in Charge?

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Authors: Amy Spiker

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in College Teaching v69 n4 (2021): 183-190

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# Citation cited. Copy and paste in your research paper. Close.

## Cite Student Engagement; Who Is in Charge?

## Student Engagement; Who Is in Charge?

Authors: Amy Spiker

Article 2021

in College Teaching v69 n4 (2021): 183-190

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i Inspect citation for missing data, indentation or formatting when copying and pasting.

Spiker, A. (2021). Student Engagement; Who Is in Charge?

College Teaching, 69(4), 183-190.

https://doi.org/10.1080/87567555.2020.1846486

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To cite more than one item: At the Result List, click the "save" buttons (arrows 1 and 2) on the multiple items you want to cite. Then at the top right corner click on  Saved Items (x) (arrow 3).

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## Click on cite as shown:

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Student Engagement and Student Learning: Examining the Convergent and Discriminant Validity of the Revised National Survey of Student Engagement
by John Zilvinskis, Anthony A Masseria, Gary R Pike
Article | Peer-reviewed
Journal: Research in Higher Education : Journal of the Association for Institutional Research v58 n8 (201712): 880-903
Database: WorldCat.org
Student Engagement; Who Is in Charge?
by Amy Spiker
Article | Peer-reviewed
Journal: College Teaching v69 n4 (2021): 183-190
Database: WorldCat.org

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For advanced search, or questions contact Dr. Nkechi Amadife. To request Library instruction for your classes, complete the instruction request Form link below:

Nkechi Amadife, Ph.D., M.L.I.S
Professor /Head of Public Services &
Library Instruction Coordinator
Kentucky State University – Blazer Library
Phone: 502.597.6817
Email:  nkechi.amadife@kysu.edu

Instruction Request Form Link:

https://www.kysu.edu/academics/library/library-instruction/request-form.php

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