The Student Engagement indicator under North Dakota’s school performance measures is based upon student surveys administered annually for students in grades 3-12. Since the Student Engagement survey data is a non-academic indicator of school quality, schools receive Student Engagement points based upon the percentage of students indicating “committed” or “compliant” levels of engagement from across the engagement domains listed below.
Research has shown when students are engaged in their learning they succeed at school. Students have been documented to engage in their learning in three specific and unique domains: Behavioral, Cognitive and Emotional engagement. Below you will find specific details on how students in this school or district feel they are engaged in the three mentioned domains. Engagement is measured in committed, compliant, and disengaged.
Cognitive Engagement – A student’s perceptions and beliefs associated with school and learning. It refers to the cognitive processing a student brings to academic tasks as well as the amount and type of strategies a student utilizes (Walker, Greene, & Mancell, 2006. Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement.)
Behavioral Engagement – A student’s observable actions or participation while at school that is investigated through a student’s positive conduct, effort and participation (e.g., participation in extracurricular activities, attendance and work habits.) (Fredricks, Blumenfeld, & Paris, 2004. School engagement: Potential of the concept, state of the evidence.)
Emotional (Affective) Engagement – A student’s feelings toward his school, learning, teachers and peers (Jimerson, Campos & Grief, 2003. Toward an understanding of definitions and measures of school engagement and related terms.)
Committed (Authentic Engagement) – The student volunteers resources under his/her control (time, effort and attention.) The student is attentive to the task because he/she finds personal meaning and value in the task. The student persists with the task even when he/she experiences difficulty and does not compromise personal standards for the completion of the task. (Schlechty Center for Leadership in School Reform)
Compliant – The student spends only as much time, energy and resources as are required to get the reward offered or designed. The student is attentive to the task because he/she perceives the receipt of some desired extrinsic reward which is conditionally available to those who pay attention to the task and do what is required of them. OR… the student does only those things that must be done and does little or nothing outside the context of direct supervision by the teacher. (Schlechty Center for Leadership in School Reform)
Disengaged – The student does nothing and when forced through direct supervision to do the task, either engages in compliance or rebellion. The student employs strategies to conceal his/her lack of involvement. Or…the student overtly refuses to comply with the requirement of the task (e.g., cheating, refusing to do the work or even doing other work in place of what is expected.) (Schlechty Center for Leadership in School Reform.)
The “Performance Trends” tab shows current year and trend percentages of students who are Committed, Compliant, and Disengaged Overall and within the Behavioral, Cognitive, and Emotional domains.
The “Performance Demographics” tab shows current year and trend percentages of students by demographic subgroup who are Committed, Compliant, and Disengaged Overall and within the Behavioral, Cognitive, and Emotional domains.
The “Performance Demographics” tab shows student engagement by level Overall along with the Behavioral, Cognitive, and Emotional domains.
To protect student privacy, data for schools who have less than 10 students will not be displayed.
In some cases, when appropriate for the purpose of transparency, information involving 10 or more students may be displayed in ranges to avoid potential identification of students in small demographic populations. When utilized, ranges may be represented visually with diagonal lines or open circles in lightly shaded colors.
Please contact North Dakota's Department of Public Instruction with any questions and feedback via email to the following address: firstname.lastname@example.org
"Kwenye kipimo cha ""Ushirikiano wa Wanafunzi"" katika North Dakota, wanafunzi wa darasa la tatu hadi la kumi na mbili wanachunguzwa kila mwaka." Kwa kuwa data ya uchunguzi wa Ushirikiano wa Wanafunzi ni kiashiria kisicho cha kitaaluma cha ubora wa shule, shule hupokea alama za Ushirikiano wa Wanafunzi kulingana na asilimia ya wanafunzi wanaonyesha viwango vya ushiriki "vimejitolea" au " vinavyolingana" kutoka kwa maeneo ya ushiriki yaliyoorodheshwa hapa chini. Utafiti umeonyesha kwamba wanafunzi wanaposhiriki katika kujifunza wao wanafanikiwa shuleni. Wanafunzi wameandikwa kushiriki katika kujifunza kwao katika maeneo matatu maalum na ya kipekee: Maadili, Ujuzi na Mawasiliano ya Hisia. Hapa chini utapata maelezo maalum juu ya jinsi wanafunzi katika shule hii au wilaya wanahisi wao ni kushiriki katika nyanja tatu zilizotajwa. Ushirikiano hupimwa katika kujitolea, kufuata, na kujitenga. Cognitive Engagement <unk> Mtaalamu wa maoni na imani zinazohusiana na shule na kujifunza. "Kama ilivyoelezwa hapo juu, ""mfano wa ufundi wa kiakili"" ni ""mfano wa ufundi wa kiakili"" ambao unaonyesha jinsi mwanafunzi anavyofanya kazi, na jinsi anavyoweza kufanya kazi, na jinsi anavyoweza kufanya kazi, na jinsi anavyoweza kufanya kazi, na jinsi anavyoweza kufanya kazi." Utambulisho na wasomi, motisha ya ndani / nje, na ufanisi wa kibinafsi kama watabiri wa ushiriki wa utambuzi.) Ushirikiano wa tabia: vitendo vya mwanafunzi vinavyoonekana au ushiriki wakati wa shule ambayo inachunguzwa kupitia tabia nzuri ya mwanafunzi, juhudi na ushiriki (kwa mfano, ushiriki katika shughuli za ziada, kuhudhuria na tabia za kazi). (Fredricks, Blumenfeld, & Paris, 2004) Shule ushiriki: Uwezekano wa dhana, hali ya ushahidi.) Uhusiano wa kihisia (Affective) - Hisia za mwanafunzi kuelekea shule yake, kujifunza, walimu na wenzao (Jimerson, Campos & Grief, 2003. Kuelekea uelewa wa ufafanuzi na vipimo vya ushiriki wa shule na maneno yanayohusiana.) Kujitolea (Ushiriki wa kweli) <unk> Mwanafunzi hutoa rasilimali chini ya udhibiti wake (wakati, juhudi na umakini). Mshiriki wa kazi ya ufundi anafanya kazi kwa sababu anaona umuhimu na thamani ya kibinafsi katika kazi hiyo. Mwanafunzi anaendelea na kazi hata wakati yeye ana uzoefu ugumu na haina kuachana viwango vya kibinafsi kwa ajili ya kukamilika kwa kazi. Shule ya Schlechty Center for Leadership in School Reform (SCHL) inaonyesha kuwa mwanafunzi anatumia muda, nguvu na rasilimali nyingi kama inavyotakiwa ili kupata tuzo inayotolewa au iliyoundwa. Mwanafunzi ni makini kwa kazi kwa sababu yeye anaona kupokea baadhi ya thawabu extrinsic taka ambayo ni conditionally inapatikana kwa wale ambao kulipa tahadhari kwa kazi na kufanya kile kinachotakiwa yao. Mwalimu hufanya tu mambo ambayo yanapaswa kufanywa na hufanya kidogo au hakuna chochote nje ya mazingira ya usimamizi wa moja kwa moja na mwalimu. (Schlechty Center for Leadership in School Reform) Disengaged <unk> Mwanafunzi hafanyi chochote na anapolazimishwa kupitia usimamizi wa moja kwa moja kufanya kazi, ama anashiriki katika kufuata au uasi. Mwanafunzi hutumia mikakati ya kuficha ukosefu wake wa ushiriki. "Mwanafunzi anakataa waziwazi kutimiza mahitaji ya kazi (kwa mfano, ""kucheka,"" ""kukataa kufanya kazi"" au hata kufanya kazi nyingine badala ya kile kinachotarajiwa)." (Schlechty Center for Leadership in School Reform) Tab <unk>Mwelekeo wa Utendaji<unk> inaonyesha mwaka wa sasa na asilimia ya mwenendo wa wanafunzi ambao wamejitolea, wanafuata, na hawajihusishi kwa ujumla na ndani ya nyanja za Tabia, Ujuzi, na Hisia. Tab <unk>Utendaji Demographics<unk> inaonyesha mwaka wa sasa na mwelekeo asilimia ya wanafunzi kwa idadi ya watu subgroup ambao ni kujitolea, kufuata, na disengaged kwa ujumla na ndani ya Behavioral, Cognitive, na Emotional domains. <unk>Utendaji Demographics<unk> tab inaonyesha ushiriki mwanafunzi kwa ngazi kwa ujumla pamoja na Behavioral, Cognitive, na Emotional domains. Ili kulinda faragha ya wanafunzi, data kwa shule ambazo zina wanafunzi chini ya 10 hazitaonyeshwa. Katika baadhi ya kesi, wakati inafaa kwa madhumuni ya uwazi, habari inayohusisha wanafunzi kumi au zaidi inaweza kuonyeshwa katika safu ili kuepuka utambulisho wa uwezekano wa wanafunzi katika idadi ndogo ya idadi ya watu. Wakati kutumika, mbalimbali inaweza kuwakilishwa kioo na mistari diagonal au duru wazi katika rangi kidogo shaded. Kwa maelezo zaidi, tafadhali wasiliana na Idara ya Mafunzo ya Umma ya North Dakota kwa maswali yoyote na maoni kupitia barua pepe kwa anwani ifuatayo: jina la kwanza. jina la mwisho@example.org