Table Of Contents:

• ACKNOWLEDGMENTS
• INTRODUCTION
• CHAPTER 1: WHAT IS ENGAGEMENT, AND WHY DO WE CARE ABOUT IT?
• WHY DO WE CARE ABOUT ENGAGEMENT IN OUR SCHOOLS?
• SPOTLIGHT ON THE RESEARCH: The Challenge of Student Engagement
• WHAT DO WE MEAN BY ENGAGEMENT?
• MOTIVATION IN ACTION
• HOW DO RESEARCHERS DESCRIBE ENGAGEMENT?
• HOW DO TEACHERS DESCRIBE ENGAGEMENT?
• A CONTINUUM OF ENGAGEMENT
• ENGAGEMENT IN CLASSROOM LEARNING EXPERIENCES
• SPOTLIGHT ON THE RESEARCH: Understanding Influences on Situational Engagement in Science
• STUDENT AGENCY, VOICE, AND ENGAGEMENT IN LEARNING
• STUDENT VOICE AS A PYRAMID OF INCREASING AGENCY
• STUDENT VOICE ABOUT LEARNING AND ENGAGEMENT
• CHAPTER 2: BUILDING BLOCK #1: THE LANGUAGE OF LEARNER ENGAGEMENT
• DEVELOPING A SHARED LANGUAGE OF ENGAGEMENT
• LEARNER ENGAGEMENT OR STUDENT ENGAGEMENT
• FOCUS ON LEARNING
• THE CONTINUUM OF LEARNER ENGAGEMENT
• STUDENT EXPERIENCES OF ENGAGING IN LEARNING AT SCHOOL
• WHAT DID WE FIND OUT?
• NEW INSIGHTS
• BUILDING A LANGUAGE FOR LEARNER ENGAGEMENT
• SPOTLIGHT ON THE RESEARCH: What Makes a Good Learner?
• DEVELOPING A SHARED LANGUAGE FOR TEACHERS
• DEVELOPING A SHARED LANGUAGE WITH STUDENTS
• CHAPTER 3: BUILDING BLOCK #2: THE PARTNERSHIP
• ENGAGEMENT AS “SECRET TEACHER BUSINESS”
• ENGAGEMENT AS A “PROBLEM TO FIX”
• ENGAGEMENT AS A BATTLE
• ENGAGEMENT AS A PARTNERSHIP
• WHAT DO WE MEAN BY PARTNERSHIP?
• THE BENEFITS OF PARTNERSHIP
• SHARED KNOWLEDGE AND DECISION-MAKING
• THE RECIPROCAL EFFECTS OF ENGAGEMENT
• HOW DOES PARTNERSHIP SUPPORT MOTIVATION?
• BUILDING THE CAPACITY TO DRIVE
• “GO-TO” PEOPLE
• ROADBLOCKS TO PARTNERSHIP
• LOW TEACHER EXPECTATIONS FOR SOME
• LOW CLASS-LEVEL EXPECTATIONS
• COMPLIANCE MODE
• CONTROLLING BEHAVIORS
• COMMITTING TO PARTNERSHIP
• CHAPTER 4: THE LEARNER
• EVERYONE IS A LEARNER IN OUR ENGAGEMENT PARTNERSHIP
• BEING AN EFFECTIVE DRIVER OF LEARNING
• BEING AT THE DRIVING LEVEL VS. BEING AN EFFECTIVE DRIVER
• DRIVERS NEED AGENCY AND AUTONOMY
• DRIVERS CREATE OPTIMAL LEARNING ENVIRONMENTS FOR THEMSELVES
• ACT WITH AGENCY
• LOOK FOR WAYS TO CHALLENGE THEMSELVES
• USE EXISTING STRUCTURES TO SUPPORT THEMSELVES
• CULTIVATE A NETWORK OF ENGAGEMENT PARTNERS
• DRIVERS ARE SKILLED LEARNERS
• WHAT SKILLS ARE NEEDED FOR ENGAGEMENT?
• EFFECTIVE DRIVERS KNOW HOW AND WHEN TO PARTICIPATE
• EFFECTIVE DRIVERS KNOW HOW AND WHEN TO INVEST
• EFFECTIVE DRIVERS KNOW HOW AND WHEN TO DRIVE
• EFFECTIVE DRIVERS KNOW HOW AND WHEN TO REENGAGE
• THE DISPOSITIONS OF EFFECTIVE LEARNERS
• THE DISPOSITIONS OF EFFECTIVE DRIVERS
• EFFECTIVE DRIVERS ARE CONFIDENT IN THEIR CAPACITY TO LEARN
• EFFECTIVE DRIVERS ARE COMMITTED TO IMPROVING
• EFFECTIVE DRIVERS ARE CURIOUS AND OPEN-MINDED
• EFFECTIVE DRIVERS ARE STRATEGIC AND SELF-AWARE
• EFFECTIVE DRIVERS ARE COLLABORATIVE AND CONNECTED
• SUMMARY
• CHAPTER 5: THE TEACHER
• HAVING A SHARED VISION FOR SUCCESS
• SPACE INVADER #1: FOCUSING ON TEACHING AT THE EXPENSE OF LEARNING
• SPACE INVADER #2: PERFORMANCE
• SPOTLIGHT ON THE RESEARCH: Classrooms Reward Performance
• SPACE INVADER #3: WORK
• SPACE INVADER #4: COMPLIANCE
• SPOTLIGHT ON THE RESEARCH: Robo-Students
• EFFECTIVE TEACHERS HAVE KNOWLEDGE ABOUT ENGAGEMENT
• SPOTLIGHT ON THE RESEARCH: What Do Teachers Need to Know About Learning?
• EFFECTIVE TEACHERS FOCUS ON EMPOWERING EFFECTIVE DRIVERS OF LEARNING
• EFFECTIVE TEACHERS SUPPORT LEARNER AUTONOMY AND EMPOWER AGENCY
• EFFECTIVE TEACHERS TEACH THEIR LEARNERS HOW TO ENGAGE IN LEARNING
• TEACHING STUDENTS ABOUT LEARNING
• TEACHING STUDENTS HOW TO HELP THEMSELVES LEARN
• TEACHING STUDENTS HOW TO BECOME EXPERTS ON THEMSELVES
• THE KEY DISPOSITIONS OF EFFECTIVE TEACHERS
• EFFECTIVE TEACHERS HAVE HIGH EXPECTATIONS FOR ALL LEARNERS
• EFFECTIVE TEACHERS ARE PATIENT AND UNDERSTANDING
• EFFECTIVE TEACHERS ARE CURIOUS AND OPEN-MINDED
• EFFECTIVE TEACHERS ARE COMMITTED TO IMPROVING
• EFFECTIVE TEACHERS ARE CONNECTED AND COLLABORATIVE
• SUMMARY
• CHAPTER 6: PEERS AS ENGAGEMENT PARTNERS
• PEERS AS PARTNERS FOR ENGAGEMENT
• SPOTLIGHT ON THE RESEARCH: Engagement Contagion
• ENGAGING WITH PEERS IS MORE THAN WORKING IN GROUPS
• USING THE CONTINUUM TO THINK ABOUT PEERS AND ENGAGEMENT
• PARTICIPATING WITH PEERS
• INVESTING WITH PEERS
• SPOTLIGHT ON THE RESEARCH: Thinking With Others
• DRIVING WITH PEERS
• SPOTLIGHT ON THE RESEARCH: Peer Teaching
• REGULATING LEARNING WITH THE HELP OF PEERS
• DESIGNING WITH SHARED REGULATION IN MIND
• EFFECTIVE DRIVERS CAN ENGAGE INDEPENDENTLY AND WITH OTHERS
• DISENGAGING FROM AND WITH PEERS
• DISRUPTING AND PEERS
• AVOIDING AND PEERS
• WITHDRAWING AND PEERS
• THE POWER OF PEER LEARNING
• CHAPTER 7: CULTIVATING AN ENVIRONMENT FOR PARTNERSHIP
• CULTIVATING A SAFE AND SUPPORTIVE ENVIRONMENT FOR LEARNING
• SPOTLIGHT ON THE RESEARCH: Teacher Credibility
• BUILDING CREDIBILITY WITH YOUR STUDENTS
• CLEAR RULES AND REGULAR ROUTINES
• BUILDING A SHARED VISION OF SUCCESS
• FOCUS ON LEARNING
• SPOTLIGHT ON THE RESEARCH: Teacher Clarity
• MAKING ENGAGEMENT VISIBLE
• MAKING THE CONNECTIONS
• ENVIRONMENTS THAT SUPPORT AND EMPOWER ENGAGEMENT
• TEACHER ACTIONS THAT SUPPORT ENGAGEMENT DURING LESSONS
• SPOTLIGHT ON THE RESEARCH: High-Expectation Teachers
• RESOURCES THAT CAN BE USED BY LEARNERS
• USING RUBRICS TO SUPPORT GOAL SETTING
• RESOURCES THAT CAN BE USED BY PEER PARTNERS
• MAKING THE CONNECTIONS
• CHECKING IN ON YOUR ENVIRONMENT
• DO A “GHOST WALK”
• LEARNING WALKS
• COLLABORATING WITH STUDENTS TO GATHER EVIDENCE
• CHAPTER 8: TACKLING DISENGAGEMENT TOGETHER
• CHANGING THE WAY WE THINK ABOUT DISENGAGEMENT
• BATTLING OVER DISENGAGEMENT
• PROBLEM STUDENTS
• RETHINKING DISENGAGEMENT
• THINKING FAST AND THINKING SLOW
• THE ROOTS OF DISENGAGEMENT
• COMMON CAUSES OF DISENGAGEMENT
• WHAT DO STUDENTS SAY?
• CREATING A SAFE ENVIRONMENT FOR TACKLING DISENGAGEMENT TOGETHER
• NORMALIZING DISENGAGEMENT
• SETTING THE RULES FOR DISENGAGEMENT
• MANAGING DISENGAGEMENT VS. MASKING DISENGAGEMENT
• EMPOWERING STUDENTS TO MANAGE ENGAGEMENT CHALLENGES
• EXTENDING OUR SHARED LANGUAGE FOR ENGAGEMENT
• CHECKING IN ON ENGAGEMENT REGULARLY
• CLASS STRATEGIES FOR TACKLING DISENGAGEMENT
• SUPPORTING PEER PARTNERSHIPS
• FINAL WORDS
• CHAPTER 9: GROWING THE SEEDS OF ENGAGEMENT TOGETHER
• MOVING BEYOND “THE HOOK”
• INITIAL INTEREST VS. SUSTAINED ENGAGEMENT
• KEEPING THE FOCUS ON LEARNING
• STAYING CONNECTED THROUGHOUT THE LEARNING PROCESS
• EMPOWERING DRIVERS FROM THE START
• GETTING THE RIGHT IDEA ABOUT DRIVING
• STAYING CONNECTED DURING LEARNING
• INTENTIONS FOR ENGAGEMENT AND READINESS TO ENGAGE
• CHECKING IN ON ENGAGEMENT DURING LEARNING
• BUILDING ENGAGEMENT DURING LEARNING
• TRACKING ENGAGEMENT DURING LEARNING
• CELEBRATING PROGRESS
• NOTICE, NARRATE, NUDGE
• FEEDBACK
• BUMPING UP ENGAGEMENT
• GROWING ENGAGEMENT THROUGH PEER PARTNERSHIPS
• BUILDING CONFIDENCE AND CAPACITY AS PARTNERS FOR ENGAGEMENT
• BUILDING CONNECTIONS AND EXPANDING PEER PARTNERSHIP NETWORKS
• CHAPTER 10: DRIVING YOUR LEARNING WITH THE HELP OF YOUR PARTNERS
• LOOKING TO YOUR PARTNERS FOR SUPPORT
• PARTNERING WITH COLLEAGUES
• PARTNERING WITH FAMILIES
• PARTNERING WITH STUDENTS
• TOP TIPS FOR TEACHERS
• BE ENGAGED AND BE ENGAGING
• ENGAGE WITH US AND GET TO KNOW US
• CHALLENGE US AND HELP US GET BETTER
• GIVE US A SAY
• HELP US GET ENGAGED
• GIVE US TIME TO ENGAGE
• BRAIN BREAKS
• ASK US WHAT WE NEED
• APPENDIX: QUICK GUIDE TO THE CONTINUUM OF LEARNER ENGAGEMENT
• REFERENCES
• INDEX