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Classroom Strategies to Enhance Academic Engaged Time

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Abstract

A strong predictor of student achievement is the amount of time students are actively engaged in learning, or academic engaged time (AET). Sustained engagement, in turn, is influenced by the extent to which students are motivated to invest time in learning. Despite the importance of AET, studies reveal that engagement (determined by motivation) may be as low as 45–50% in some classrooms. Beginning with a model developed by Carroll in 1963, several theoretical conceptualizations of school learning have emphasized the critical role of engaged time in determining student achievement. Subsequently, empirical studies focusing on the relationship between time and learning have documented the role of the instructional context in explaining both student motivation (willingness to invest time in learning) and student engagement (actual involvement or participation in learning). In addition to discussing theory and research that implicate time in the teaching-learning process, this chapter describes three groupings of evidence-based practices that contribute to student engagement and motivation, including classroom management, instructional design, and student-mediated strategies.

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Authors and Affiliations

  1. Department of Educational Psychology, University of Wisconsin-Madison, Madison, WI, USA

    Maribeth Gettinger & Martha J. Walter

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  1. Maribeth Gettinger
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Correspondence to Maribeth Gettinger .

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Editors and Affiliations

  1. Dept. Educational Psychology, University of Minnesota, E. River Road 56, Minneapolis, 55455, Minnesota, USA

    Sandra L. Christenson

  2. Dept. Educational Psychology &, Instructional Technology, University of Georgia, Aderhold Hall 325N, Athens, 30602, Georgia, USA

    Amy L. Reschly

  3. Educational Research, New Zealand Council for, Wellington, New Zealand

    Cathy Wylie

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Gettinger, M., Walter, M.J. (2012). Classroom Strategies to Enhance Academic Engaged Time. In: Christenson, S., Reschly, A., Wylie, C. (eds) Handbook of Research on Student Engagement. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-2018-7_31

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