Engagement as Privilege: Deconstructing the Power and Privilege of Employee Engagement

This deconstruction of employee engagement, power, and privilege was focused toward exploring four principal questions: (a) who controls the context of work, (b) who determines the experience of engagement, (c) who defines the value of engagement, and (d) who benefits from high levels of engagement? Because of the potential for privilege to influence the experience of engagement, the purpose of our work was to critically examine the construct of employee engagement as a privileged state

Project-Based Learning, Achievement, and Engagement in Second Graders

Second graders have fertile minds that are constrained by dull curriculums. Teachers fail to foster their interests, students are unengaged and as a result, their achievement suffers. This research will implement Project-Based learning (PBL) with the intention of increasing engagement, which is predicted to also increase achievement.

Hands-On Activities and Engagement in Kindergarten Students

The purpose of this action research study is to investigate the effectiveness of implementing hands-on activities for increasing the engagement of kindergarten students. Participants will be the teacher/researcher’s 18 kindergarten students in a charter school. It is hypothesized that hands-on activities will increase students’ engagement in the class.