Engaging with Engagement: Interrogating Preservice Teachers’ Theories of Engagement in Their Literacy Planning and Reflection

References

• Alexander, R. J. (2017). Towards dialogic teaching: Rethinking classroom talk (5th ed.). Dialogos.
   Google Scholar
• Appleton, J., Christenson, S., & Furlong, M. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369–386. https://doi.org/10.1002/pits.20303
   Web of Science ®Google Scholar
• Aukerman, M. (2013). Rereading comprehension pedagogies: Toward a dialogic teaching ethic that honors student sensemaking. Dialogic Pedagogy: An International Online Journal, 1. https://doi.org/10.5195/dpj.2013.9
   Google Scholar
• Barad, K. (2014). Diffracting diffraction: Cutting together-apart. Parallax, 20(3), 168–187. https://doi.org/10.1080/13534645.2014.927623
   Web of Science ®Google Scholar
• Beach, R., & Bloome, D. (Eds.). (2019). Languaging relations for transforming the literacy and language arts classroom. Routledge.
   Google Scholar
• Beirne, D. P., & Velsor, K. G. (2012). Engaging students: Using the unit in comprehensive lesson planning. R&L Education.
   Google Scholar
• Bloome, D., & Beauchemin, F. (2016). Languaging everyday life in classrooms. Literacy Research: Theory, Method, & Practice, 65(1), 152–165. https://doi.org/10.1177/2381336916661533
   Google Scholar
• Christenson, S., Reschly, A. L., & Wylie, C. (2012). Handbook of research on student engagement (Vol. 840). Springer.
   Google Scholar
• Commonwealth of Pennsylvania. (2022). Title 22, chapter 19: Educator effectiveness rating tool. Pennsylvania Code. https://www.pacodeandbulletin.gov
   Google Scholar
• Connor, C. M. D., Jakobsons, L. J., Crowe, E. C., & Meadows, J. G. (2009). Instruction, student engagement, and reading skill growth in reading first classrooms. Elementary School Journal, 109(3), 221–250. https://doi.org/10.1086/592305
   Web of Science ®Google Scholar
• Cummins, J. (2011). Literacy engagement: Fueling academic growth for English learners. The Reading Teacher, 65(2), 142–146. https://doi.org/10.1002/TRTR.01022
   Web of Science ®Google Scholar
• Davies, B. (2016). Emergent listening. In N. K. Denzin & M. D. Giardina (Eds.), Qualitative inquiry through a critical lens (pp. 81–92). Routledge.
   Google Scholar
• Edmiston, B. (2014). Transforming teaching and learning with active and dramatic approaches: Engaging students across the curriculum. Routledge.
   Google Scholar
• Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education & Work, 14(1), 133–156. https://doi.org/10.1080/13639080020028747
   Google Scholar
• Garcia-Moya, I. (2020). The importance of connectedness in student-teacher re-lationships: Insights from the teacher connectedness project. Springer.
   Google Scholar
• Guthrie, J. T. (2004). Teaching for literacy engagement. Journal of Literacy Research, 36(1), 1–30. https://doi.org/10.1207/s15548430jlr3601_2
   Web of Science ®Google Scholar
• Guthrie, J. T., Wigfield, A., & You, W. (2012). Instructional contexts for engagement and achievement in reading. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 601–634). Springer.
   Google Scholar
• Handsfield, L. J. (2015). Literacy theory as practice: Connecting theory and instruction in K–12 classrooms. Teachers College Press.
   Google Scholar
• Jackson, A. Y., & Mazzei, L. A. (2013). Plugging one text into another: Thinking with theory in qualitative research. Qualitative Inquiry, 19(4), 261–271. https://doi.org/10.1177/1077800412471510
   Web of Science ®Google Scholar
• Jackson, A. Y., & Mazzei, L. A. (2022). Thinking with theory in qualitative research (2nd ed.). Taylor & Francis.
   Google Scholar
• Johnston, P. H. (2012). Opening minds: Using language to change lives. Stenhouse.
   Google Scholar
• Keene, E. O. (2018). Engaging children: Igniting a drive for deeper learning K-8. Heinemann.
   Google Scholar
• Kim, M. Y., & Wilkinson, I. A. (2019). What is dialogic teaching? Constructing, deconstructing, and reconstructing a pedagogy of classroom talk. Learning, Culture & Social Interaction, 21, 70–86. https://doi.org/10.1016/j.lcsi.2019.02.003
   Web of Science ®Google Scholar
• Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262–273. https://doi.org/10.1111/j.1746-1561.2004.tb08283.x
   PubMed Web of Science ®Google Scholar
• Larson, J., & Marsh, J. (2015). Making literacy real: Theories and practices for learning and teaching. Sage.
   Google Scholar
• Martin, A. J. (2001). The student motivation scale: A tool for measuring and enhancing motivation. Australian Journal of Guidance and Counselling, 11, 1–20. https://doi.org/10.1017/S1037291100004301
   Google Scholar
• Martin, A. J. (2006). The relationship between teachers’ perceptions of student motivation and engagement and teachers’ enjoyment of and confidence in teaching. Asia-Pacific Journal of Teacher Education, 34(1), 73–93. https://doi.org/10.1080/13598660500480100
   Google Scholar
• Mazzei, L. A., & Jackson, A. Y. (2009). Introduction: The limit of voice. In A. Y. Jackson & L. A. Mazzei (Eds.), Voice in qualitative inquiry (pp. 1–13). Routledge.
   Google Scholar
• Mills, C. (2017). Activity theory. In C. R. Scott, J. R. Barker, T. Kuhn, J. Keyton, P. K. Turner, & L. K. Lewis (Eds.), The International Encyclopedia of Organizational Communication (pp. 1–10). https://doi.org/10.1002/9781118955567.wbieoc001
   Google Scholar
• Nagro, S. A., Fraser, D. W., & Hooks, S. D. (2019). Lesson planning with engagement in mind: Proactive classroom management strategies for curriculum instruction. Intervention in School and Clinic, 54(3), 131–140. https://doi.org/10.1177/1053451218767905
   Web of Science ®Google Scholar
• Professional Standards and Competencies for Early Childhood Educators. (2019). National association for the education of young children. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/standards_and_competencies_ps.pdf
   Google Scholar
• National Reading Panel. (2000). Report of the national reading panel: Teaching children to read. National Institute of Child Health and Human Development.
   Google Scholar
• Ohio Department of Education. (2020, March 27). Ohio Teacher Evaluation System: Assessment of Teacher Performance. https://education.ohio.gov/getattachment/Topics/Teaching/Educator-Evaluation-System/Ohio-s-Teacher-Evaluation-System/OTES-2-0/Ohio-Teacher-Performance-Evaluation-Rubric-OTES-2-0.pdf.aspx?lang=en-US
   Google Scholar
• Parsons, S. A., Malloy, J. A., Parsons, A. W., & Burrowbridge, S. C. (2015). Students’ engagement in literacy tasks. The Reading Teacher, 69(2), 223–231. https://doi.org/10.1002/trtr.1378
   Web of Science ®Google Scholar
• Reeve, J., & Jang, H. (2006). What teachers say and do to support students’ autonomy during a learning activity. Journal of Educational Psychology, 98(1), 209–218. https://doi.org/10.1037/0022-0663.98.1.209
   Web of Science ®Google Scholar
• Reschly, A., & Christenson, S. L. (2006). School completion. In G. G. Bear & K. M. Minke (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 103–113). National Association of School Psychologists.
   Google Scholar
• Ridley, J., Rowe, L. W., Burkowski, M., & Hikida, M. (2022). From reflection to analysis: Languaging literacy teaching and learning. Teaching and Teacher Education, 112, 103634. https://doi.org/10.1016/j.tate.2022.103634
   Web of Science ®Google Scholar
• Rosenblatt, L. M. (1978). The reader, the text, the poem: The transactional theory of the literary work. Southern Illinois University Press.
   Google Scholar
• Rosenblatt, L. M. (1982). The literary transaction: Evocation and response. Theory into Practice, 21(4), 268–277. https://doi.org/10.1080/00405848209543018
   Google Scholar
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
   PubMed Web of Science ®Google Scholar
• Savage, J. (2014). Lesson planning: Key concepts and skills for teachers (1st ed.). Routledge. https://doi.org/10.4324/9781315765181
   Google Scholar
• Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass.
   Google Scholar
• Smagorinsky, P. (2008). The method section as conceptual epicenter in constructing social science research reports. Written Communication, 25(3), 389–411. https://doi.org/10.1177/0741088308317815
   Web of Science ®Google Scholar
• Thomas, G. (2021). How to do your case study: A guide for students and researchers (2nd ed.). Sage.
   Google Scholar
• Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press.
   Google Scholar
• Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. Cambridge University Press.
   Google Scholar
• Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531–566). Academic Press.
   Google Scholar