Engagement (Philosophy)

This study integrates visual art with a public speaking assignment to explore participants’ experiences and perceptions of engagement in the Teacher-Researcher’s course at Lynn University. Using an action research design and with informed consent, seven students volunteered as participants. This study investigates these seven participants’ experiences and perceptions of emotional engagement with the visual art integration implementation, consisting of instruction, activities, and assignments. Participants’ prior academic experiences and perceptions of art and public speaking frames the analysis of their perceptions and experiences of emotional engagement with this art integration implementation. Emotional engagement is operationalized as participants’ experiences and perceptions of art, public speaking, immersion, artistic mindset, and benefits. The Teacher- Researcher analyzes participants’ art making processes and products for experiences and perceptions of emotional engagement. The art integrated implementation involved participants learning about art and belief systems (religion and philosophy) and public speaking through art. Participants created visual art, which served as a focal point of a presentation they delivered. The Teacher-Researcher is interested in learning about emotional engagement with the art integrated presentation assignment to refine future research and practice.

The purpose of this study was to examine non-identifying archival data from the
2012-2013 school year to assess the effect participation in the Student Success
Skills (SSS) school counselor-led classroom guidance program (Brigman & Webb,
2010) had on the behavioral and cognitive engagement of grade 5 Exceptional
Student Education (ESE) students serviced within the general education classroom
setting. Data for this study was collected at three different intervals. School
attendance data was collected on students during the 2012, 2013, and 2014 school
years when students were enrolled in grades 4, 5, and 6 respectively. Pre-test selfreport
data was collected within two weeks prior to implementation of the SSS
program. Posttest self-report data was collected within two weeks immediately
following completion of the intervention and post-posttest self-report data was
collected 30 weeks post-intervention. School counselors and classroom teachers
were trained in the SSS program. Students received five 45 minute classroom lessons delivered one week apart followed by three booster sessions delivered one
month apart. Lessons were designed to teach cognitive, social, self-management,
and test-taking skills. This study followed a randomized controlled trial (RCT)
design. For the purposes of this study behavioral engagement was measured by
school attendance data. Cognitive engagement was measured by the Test Anxiety
and Metacognitive Activity scales of the Motivated Strategies for Learning
Questionnaire (MSLQ) (Pintrich & DeGroot, 1990) and the Self-Regulation of
Arousal scale of the Student Engagement in School Success Skills (SESSS) survey
(Carey, Webb, Brigman, & Harrington, 2010). A series of multivariate analysis of
covariance (MANCOVA) tests were conducted to determine whether or not there
were statistically significant differences between the treatment and control groups.
While no statistically significant differences were evident on the Metacognitive
Activity scale, results indicated a statistically significant decrease in absences and
test anxiety for students in the treatment group. Additionally, a statistically
significant increase was evident on the Self-Regulation of Arousal scale for
students in the treatment group. This study suggests that research-based school
counseling programs delivered in small or large groups using inclusionary practices
may be beneficial in supporting the academic achievement and social-emotional
adjustment of ESE students.