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The professional student program for educational resilience: Enhancing momentary engagement in classwork

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  • Benjamin M. Torsney
  • Jennifer E. Symonds

Abstract

The Professional Student Program for Educational Resilience (PROSPER) was designed to increase students’ ability to stay momentarily engaged in classwork, thus promoting educational resilience. Participants (N = 277, 51% male, 74% Irish) from two low-income schools in Dublin, Ireland (School A n = 158; School B n = 119), were assessed using the intervention’s theory of change: (1) change in knowledge of how to stay engaged in classwork, (2) subsequent change in momentary engagement in classwork, and (3) subsequent longer-term change in dispositions for engagement (i.e., tendency to enjoy learning). Qualitative results demonstrated that PROSPER facilitated students’ knowledge, momentary engagement, and teachers’ involvement with students. Quantitative analyses uncovered changes in knowledge and momentary engagement for both the higher and lower ability tracks in School A. The results give refined information on how this universal-school based program increased students’ momentary engagement and supported their educational resilience.

Suggested Citation

  • Benjamin M. Torsney & Jennifer E. Symonds, 2019. "The professional student program for educational resilience: Enhancing momentary engagement in classwork," The Journal of Educational Research, Taylor & Francis Journals, vol. 112(6), pages 676-692, November.
    • Handle: RePEc:taf:vjerxx:v:112:y:2019:i:6:p:676-692
    DOI: 10.1080/00220671.2019.1687414
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    Cited by:

    1. Roman Zvyagintsev, 2021. "Personality Traits of Students in Resilient and Struggling Schools: Different Children or Different Schools," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 3, pages 33-61.
    2. Звягинцев Р. С., 2021. "Личностные Характеристики Учащихся Резильентных И Неблагополучных Школ: Разные Дети Или Разные Школы," Вопросы образования // Educational Studies Moscow, National Research University Higher School of Economics, issue 3, pages 33-61.

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