Philippine E-Journals

References:

1. Adesina, O. J., Raimi, S. O., Bolaji, O. A., & Adesina, A. E. A. (2016). Teachers’ attitude, years of teaching experience and self-efficacy as determinants of teachers’ productivity in teachers’ professional development programme in Ibadan Metropolis, Oyo State, Nigeria. Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS), 7(3), 204-211.
2. Ahmad, S. (2013). Teacher education in Ethiopia: Growth and development. Africa Journal of Teacher Education, 3(3).
3. Amanulla, A., & Aruna, P. (2014). Effect of teacher efficacy on professional development of higher secondary school teachers of Kerala. Journal of Humanities and Social Science (IOSRJHSS), 19, 37-41.
4. Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the student engagement instrument. Journal of School Psychology, 44(5), 427–445.
5. Arnold, N., & Paulus, T. (2010). Using a social networking site for experiential learning: Appropriating, lurking, modeling and community building. Internet and Higher Education, 13, 188-196.
6. Arshad, M. N. M. (2014). Efficiency of secondary education in selected OIC countries Retrieved from https://files.eric.ed.gov/fulltext/EJ1055159.pdf
7. Asaad, A. (2010). Statistics: Made simple for researchers (1^st ed.). Manila: Rex Bookstore.
8. Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25, 297-308.
9. Attakorn, K., Tayut, T., Pisitthawat, K., & Kanokorn, S. (2014). Soft skills of new teachers in the secondary schools of Khon Kaen Secondary Educational Service Area 25, Thailand. Procedia- Social and Behavioral Sciences, 112, 1010–1013.
10. Avalos, B. (2011). Teacher professional development in Teaching and teacher education over ten years. Teaching and Teacher Education, 27, 10-20.
11. Babalola, J. B. (2009). Education that can raise productivity in Nigeria. Ibadan:Awemark.
12. Baker, J., Grant, S., & Morlock, L.(2008). The teacher–student relationship as a developmental context for children with internalizing or externalizing behavior problems. School Psychology Quarterly, 23(1), 3-15.
13. Beal, S. J.,& Crockett, L. J. (2010).Adolescents’ occupational and educational aspirations and expectations: Links to high school activities and adult educational attainment Developmental Psychology, 46(1), 258–265.
14. Belli, G. (2008). Nonexperimental quantitative research. Retrieved from https://www.k 4health.org/sites/default/files/migrated_toolkit_files/0470181095-1.pdf
15. Beuachamp, L., Klassen, R., Parsons, J., Durksen, T., & Taylor, L. (2014). Exploring the development of teacher efficacy through professional learning experiences. Retrieved from https://www.teachers.ab.ca/SiteCollectDocumentts/ATA/Publications/Professonal-Development/PD-86-29%20teacher%20efficacy%20final%2report%20SMpdf
16. Beiswenger, K. L., & Grolnick, W. S. (2010). Interpersonal and intrapersonal factors associated with autonomous motivation in adolescents’ after-school activities. Journal of Early Adolescence, 30, 369–394.
17. Blau, P. M. (1977). Inequality and heterogeneity: A primitive theory of social structure New York: Free Press.
18. Brewer, M. (2000). Research design and issues of validity. In Reis, H. & Judd, C. (eds) Handbook of Research Methods in Social and Personality Psychology. Cambridge: Cambridge University Press.
19. Buhs, E. S., & Ladd, G. W. (2001). Peer rejection as an antecedent of young children’s school adjustment: An examination of mediating processes. Developmental Psychology, 37(4), 550-560.
20. Bursztyn, L., & Coffman, L. C. (2010). The schooling decision: Family preferences, intergenerational conflict, and moral hazard in the Brazilian Favelas. Harvard University, Cambridge, MA.
21. Caena, F. (2011). Teachers’ core competences: Requirements and development Retrieved from http://ec.europa.eu/dgs/education_culture/repository/education/ policy/strategic-framework/doc/teacher-competences_en.pdf
22. Cardwell, M. (2011). Patterns of relationships between teacher engagement and student engagement. Education Doctoral, Paper 49.
23. Carter-Wall, C., & Whitfield, G. (2012). The role of aspirations, attitudes and behavior in closing the educational attainment gap (York, Joseph Rowntree Foundation).
24. Casale, M. (2011). Teachers’ perceptions of professional development:An exploration of delivery models (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses Census of Population (2015). Highlights of the Philippine population 2015 census of Population (Report). PSA. Retrieved on March 2017.
25. Chapman, E. (2003). Alternative approaches to assessing student engagement rates. Retrieved from http://PAREonline.net/getvn.asp?v=8&n=13
26. Cheung, C. S., & Pomerantz, E. M. (2011). Parents’ involvement in children’s learning in the United States and China: Implications for children’s academic and emotional adjustment. Child Development, 82, 932–950.
27. Ciuzas, R. (2013). The importance of teacher competencies to the formation of students national identity. Retrieved from  http://www.pedagogika.leu.It/index.php/Pedagogika/article/view/104/94
28. Cohen, J., & Elias, M. J. (2011). School climate: Building safe, supportive and engaging classrooms and schools. Port Chester, NY: National Professional Resources.
29. Cooper, M. A. (2009). Dreams deferred?: The relationship between early and later postsecondary educational aspirations among racial/ ethnic groups. Educational Policy, 23(4), 615-650.
30. Cothran, D. J., & Ennis, C. D. (2000). Building bridges to student engagement:
31. Communicating respect and care for students in urban high schools. Journal of Research and Development in Education, 33(4), 106-117.
32. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4^th ed.). Upper Saddle River, NJ: Merrill.
33. Cummings, C., Laing, K., Law, J., McLaughlin, J., Papps, I., Todd, L., & Woolner, P. (2012) Can changing aspirations and attitudes impact on educational attainment (York, Joseph Rowntree Foundation).
34. Darling-Hammond, L., & Richardson, N. (2009). Teacher learning: What matters? Educational Leadership, 66(5), 46-53.
35. Daunarummo, A. (2010). Necessary supports for effective high school inclusion
36. classrooms: Perceptions of administration, general education teachers, and special education teachers (Dissertations and Theses Seton Hall University). Retrieved from http://scholarship.shu.edu/dissertations/1300
37. Davis, D. (2017). A case study of teachers’ perceptions of student engagement in one Midwest rural high school. Retrieved from http://mospace.umsystem.edu/xmlui/bitstream/handle/10355/62298/research.pdf?sequence=1&isAllowed=y
38. Demanet, J., & Van Houtte, M. (2013). School belonging and school misconduct: The differing role of teacher and peer attachment. Journal of Youth and Adolescence, 41, 499–514.
39. Estell, D., & Perdue, N. (2013). Social support and behavioral and affective school engagement: The effects of peers, parents, and teachers. Psychology in the Schools, 50(4), 325-339.
40. Fan, W., & Williams, C. (2010). The effects of parental involvement on students’ academic self-efficacy, engagement and intrinsic motivation. Educational Psychology, 30, 53–74.
41. Felder, R. M., & Henriques, E. R. (1995). Learning and teaching styles in foreign and second language education. Foreign Language Annals, 28(1), 21-31.
42. Foort, J. D. L. (2015). A framework for encouraging authentic engagement. Retrieved from https://dspace.library.uvic.ca/bitstream/handle/1828/6038/Foort_John_MEd_2015.pdf?sequence=4
43. Fosen, D. M. (2016). Developing good teacher-student relationships. Retrieved from http://discovery.ucl.ac.uk/1474062/1/Fosen_EdD%20Thesis%20Dagny%20%20final.pdf
44. Fox, J. (2011). Boredom in school and its effects on your child’s health. Retrieve from https://www.huffingtonpost.com/ienifer-fox/boredom-in-school-and-its_b_ 200602.html
45. Furrer, C., Skinner, E., & Pitzer, J. (2014). The influence of teacher and peer relationships on students’ classroom engagement and everyday motivational resilience. Retrieved from https://www.pdx.edu/psy/sites/www..pdx.edu.psy/file s/2014-Furrer.Skinner.Pitzer%20%281%29.pdf
46. Gadušová, Z., Malá, E., & Zelenický, ď. (2008). New Competencies in Slovak teacher training programmes. In Teacher Education Policy in Europe: a Voice of Higher Education Institutions, 313-324.
47. Gairns, F. (2015). Motivational, affective, and activity-related effects of teacher and peer support in high school physical education. Retrieved from http://research- repository.uwa.edu.au/files/4758118/Gairns_Felicity_2015.pdf
48. Gallagher, E. (2018). The effects of teacher-student relationships: Social and academic outcomes of low-income middle and high school students. Retrieved fro https://steinhardt.nyu.edu/appsych/opus/issues/2013/fall/gallagher
49. Garn, A. G., Ware, D. R., & Solmon, M. A. (2011). Student engagement in high school physical education: Do social motivation orientations matter? Journal of Teaching in Physical Education, 30, 84–98.
50. Garn, A. C., McCaughtry, N., Shen, B., Martin, J., & Fahlman, M. (2011). Social goals in urban physical education: Relationships with effort and disruptive behavior. Journal of Teaching in Physical Education, 30(4), 410-423.
51. Given, L. M. (2008). The sage encyclopedia of qualitative research methods. Los Angeles, Calif.: Sage Publications.
52. Goodman, A., Gregg, P.,& Washbrook, E. (2011). Children's educational attainment and the aspirations, attitudes and behaviours of parents and children through childhood. Longitudinal and Life Course Studies, 2(1), 1–18.
53. Gorard, S., See, B. H.,& Davies, P. (2012). The impact of attitudes and aspirations on neducational attainment and participation (York, Joseph Rowntree Foundation). Retrieved from jrf.org.uk/publications/aspirations-educational-attainment-participation
54. Guskey, T. (2009). Closing the knowledge gap on effective professional development Educational Horizons, 87, 224-233.
55. Gutman, L. M.,& Schoon, I. (2012). Correlates and consequences of uncertainty in career aspirations: Gender differences among adolescents in England. Journal of Vocational Behavior, 80(3), 608–618.
56. Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625-638.
57. Hanna, A. L. (2015). Socio-economic mobility of youth: Factors, obstacles, andpotential solutions. Journal of Youth Development, 10(1), 1-13.
58. Harris, L. R. (2008). A phenomenographic investigation of teacher conceptions of student engagement in learning. The Australian Educational Researcher, 5(1), 57-79.
59. Heath, R. (2009). Emotional engagement: how television builds big brands at low attention. Journal of Advertising Research, 49, 62-73.
60. Heyward, P. (2010). Emotional engagement through drama: Strategies to assist learning through roleplay. International Journal of Teaching and Learning in Higher Education, 22(2), 197-203.
61. Homans, G. C. (1964). Bringing men back in. Indianapolis, IN: Bobbs-Merrill.
62. Hunt, N. (2010). The development of student teacher identities through under- graduate action research orojects: An Emirati case study. Retrieved from https://core.ac.uk/download/pdf/12826679.pdf
63. Hunzicker, J. (2011). Effective professional development for teachers: A checklist.Professional Development in Education, 37, 177-179.
64. Jackson, P. W. (1990). Life in classrooms. New York, NY: Teachers College Press.
65. Jang, H., Kim, E.-J., & Reeve, J. (2012). Longitudinal test of self-determination theory’s motivation mediation model in a naturally-occurring classroom context. Journal of Educational Psychology, 104, 1175-1188.
66. Jofen, T. (2014). Student aspirations as a function of perceived school climate.Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/45142/PDF/1/play
67. Juvonen, J., Espinoza, G., & Knifsend, C. (2012). The role of relationships in student academic and extracurricular engagement. In S. Christenson, A. Reschly, & C. Wylie (eds.), Handbook of Research on Student Engagement (pp. 387-402). NY: Springer.
68. Juvonen, J., Wang, Y., & Espinoza, G. (2011). Bullying experiences and compromised academic performance across middle school grades. J Early Adolesc., 31(1), 152-173.
69. Kazempour, M., & Amirshokoohi, A. (2014). Transitioning to inquiry-based teaching: Exploring science teachers’ professional development experiences. International Journal of Environmental & Science Education, 9, 285-309.
70. Khodaeifaal, S. (2017). Student engagement: Enhancing students’ appreciation for learning and their achievement in high schools. International Journal of Education, 9(3), 67-85.
71. Klauda, S. L. (2009). The role of parents in adolescents’ reading motivation and activity. Educational Psychology Review, 21, 325-363.
72. 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.
73. Kloos, B., Hill, J., Thomas, E., Wandersman, A., Elias, M. J., & Dalton, J. H. (2012). Community psychology: Linking individuals and communities (3 rd ed.). Belmont, CA: Wadsworth.
74. Korthagen, F. (2017). Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and Teaching, 23(4), 387-405.
75. Kraft, M. A., & Dougherty, S. M. (2013). The effect of teacher–family communication on student engagement: Evidence from a randomized field experiment. Journal of Research on Educational Effectiveness, 6(3), 199-222.
76. Kuh, G. D. (2009). The national survey of student engagement: Conceptual andempirical foundations. New Directions for Institutional Research, 141, 5-20.
77. Kuh, G. D. (2001). Assessing what really matters to student learning: Inside the national survey of student engagement. Change, 33(3), 10-17.
78. Lee, S. E. (2013). Professional development and teacher perception of efficacy for inclusion (Dissertation). Retrieved from https://dc.etsu.edu/cgi/viewcontent.cgi?article=2295&context=etd
79. Li, Y., Lynch, A., Kalvin, C., Liu, J., & Lerner, R. (2011). Peer relationships as a context for the development of school engagement during early adolescence. International Journal of Behavioral Development, 35(4) 329–342.
80. Lynch, A., Lerner, R., & Leventhal, T. (2013). Adolescent academic achievement and school engagement: An examination of the role of school-wide peer culture. Journal of Youth and Adolescence, 42, 6–19.
81. Ma, L., Phelps, E., Lerner, J. V., & Lerner, R. M. (2009). Pathways to academic competence for adolescents who bully and who are bullied: Findings from the 4H Study of Positive Youth Development. The Journal of Early Adolescence, 29, 862–897.
82. Marks, H. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37(1),156.
83. Martin, A. J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice. Review of Educational Research, 79, 327-365.
84. Masten, A. S., Roisman, G. I., Long, J. D., Burt, K. B., Obradovic, J., Roberts, J. M. Boelcke, K., & Tellegen, A. (2005). Developmental cascades: Linking academic achievement, externalizing and internalizing symptoms over 20 years. Developmental Psychology, 41, 733–746.
85. McCollum, E. C., & Yoder, N. P. (2011). School culture, teacher regard, and academic aspirations among middle school students. Middle Grades Research Journal, 6(2), 65-74.
86. McRae, A. (2012).Teacher competence support for reading in Middle school. Retrieved from  https://drum.lib.umd.edu/bitstream/handle/1903/12979/McRae_umd_0117E_13214.pdf;jsessionid=5C0AFBED4A1057EC470E05E5167906E2?sequence=1
87. Mercer-Golden, Z. (2017). The importance of student engagement. Retrieved from https://blog.panoramaed.com/importance-of-student-engagement/
88. Mertens, S., Flowers, N., Anfara, V., & Caskey, M. (2010). Common planning time. Retrieved from http://www.nassp.org/tabid/3788/default.aspx?topic=Research_in_the_Middle_CommonPlanning_Time
89. Modi, M. (2015). The effects of teacher-student relationships: Social and academicoutcomes of low- income secondary school students. International Journal of Research in all Subjects in Multi-Languages, 3(6), 26-27.
90. Montenegro, A. (2017). Understanding the concept of agentic engagement for learning. Colomb. Appl. Linguist. J., 19(1), 117-128
91. Monterosso, A. M. (2014). The relationship between teacher planning time and eighth grade reading achievement in West Virginia schools. Theses, Dissertations and
92. Capstones, Paper 886. Retrieved from https://mds.marshall.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1891&context=etd
93. Moon, S., Sullivan, E., Hershey, J., Walker, S., Bosangue, M., Filowitz, M., Fernandez, C., Unnikrishnan, R., & Delgado, V. (2013). High-Impact Educational Practices as Promoting Student Retention and Success, Proceedings of the 9^th Annual National Symposium. The University of Oklahoma, C-IDEA.
94. Moreno-Murcia, J. A., Torregosa, Y. S., & Pedreno, N. B. (2015). Questionnaire evaluating teaching competencies in the university environment. Evaluation of teaching competencies in the university. New Approaches in Educational Research, 4(1), 54-61.
95. Muraina, M. B., & Muraina, K. O. (2015). The interactive effects of organizational commitment and qualifications on teaching productivity among selected secondary school teachers in South-Western Nigeria. The Pacific Journal of Science and Technology, 16(2), 147-155.
96. Murray, C., & Malmgren, K. (2005). Implementing a teacher–student relationship program in a high-poverty urban school: Effects on social, emotional, and academic adjustment and lessons learned. Journal of School Psychology, 43(2), 137-152. National Board for Professional Teaching Standards. (2005). State information. Retrieved from http://www/nbpts.org/about/stateinfo_print.cfm?state=West Virginia.
97. National Research Council and the Institute of Medicine (2004). Engaging schools.Washington, DC: The National Academies Press.
98. O’Connor, E. E., Dearing, E., & Collins, B. A. (2011). Teacher-child relationship and behavior problem trajectories in elementary school. American Educational Researc Journal, 48(1), 120-162.
99. Osagie, R. (2011). Teacher development programs and teacher productivity I secondary schools in Edo State, Nigeria, The Asian conference on education official conference proceedings. The International Academic Forum,1085-1096 Partnership for 21 st Century Skills (2010). Learning for the 21 st century. Washington, D.C.: Author. Retrieved from http://www.21stcenturyskills.org
100. Patchin, J., & Hinduja, S. (2010). Cyberbullying and self-esteem. Journal of School Health, 80(12), 614-621.
101. Patel, N. (2017). What the research shows: Student engagement’s impact on lifelong achievement. Retrieved from http://blog.flocabulary.com/student-engagement-lifetime-achievement/
102. Perdue, N., Manzeske, D., & Estell, D. (2009). Early predictors of school engagement : Exploring the role of peer relationships. Psychology in the Schools, 46(10), 1084–1097.
103. Pike, G. R., Kuh, G. D., & McCormick, A. C. (2011). An investigation of the contingent relationships between learning community participation and student engagement. Research in Higher Education, 52, 300-322.
104. Pollock, J. (2007). Improving student learning: One student at a time. Association for Supervision and Curriculum Development. Alexandria, VA, USA.
105. Rink, D. C. (2014). Educator perceptions regarding quality workplace professional development. Theses and Dissertations, 2051. Retrieved from https://scholarw0rks.uark.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=3590&context=etd
106. Robbins, S. P., & Decenzo, D. A. (2008). Fundamentals of management: Essential concepts and applications. Upper Saddle River, N. J. Pearson/ PrenticeHall.
107. Rose, J., & Baird, J.-A. (2013). Aspirations and an austerity state: Young people’s hopes and goals for the future. London Review of Education, 11(2), 157–173.
108. Rueger, S. U., Malecki, C. K., & Demaray, M. K. (2010). Relationship between multiple sources of perceived social support and psychological and academic adjustment in
109. early adolescence: Comparisons across gender. Journal of Youth and Adolescence, 39, 47 –61.
110. Sagayadevan, V., & Jeyaraj, S. (2012). The role of emotional engagement in lecturer student interaction and the impact on academic outcomes of student achievement and learning. Journal of the Scholarship of Teaching and Learning, 12(3), 1-30.
111. Sánchez-Miguel, P. A., Leo, F. M., Sánchez-Oliva, D., Amado, D., & García-Calv T. (2013). The importance of parents’ behavior in their children’s enjoyment and motivation in sports. Journal of Human Kinetics, 36(1), 169–177.
112. Schunk, D. H., & Pajares, F. (2005). Competence perceptions and academic functioning. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 85-104). New York, NY US: Guilford Publications.
113. Sallee, R. E. (2010). Closing the teaching gap: Professional development programs that work (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses
114. Shaari, A. S., Yusoff, N. M., Ghazali, I. M., Osman, R. H., & Dzahir, N. F. M. (2014). The relationship between lecturer’s teaching style and students academic engagement. Procedia - Social and Behavioral Sciences, 118, 10-20.
115. Shannon, C. S. (2006). Parents’ messages about the role of extracurricular and unstructured leisure activities: Adolescents’ perceptions. Journal of Leisure Research, 38(3), 398–420.
116. Shapka, J., & Law, D. (2013). Does One Size Fit All? Ethnic differences in parenting behaviors and motivations for adolescent engagement in cyberbullying. Journal o Youth Adolescence, 42, 723–738.
117. Shewkani, R. (2016). Influence of student-teacher relationship on achievement, International Journal of Educational Research Studies, 2(10), 749-755.
118. Sipsma, H. L., Ickovics, J. R., Lin, H., & Kershaw, T. S. (2012). Future expectations among adolescents: A latent class analysis. American Journal of Community Psychology, 50, 169-181.
119. Sorbello, A., & Karsaklian, E. (2016b). The multidimensionality of identities and emotional engagement: The case of Italian Week in Australia. International Journal of Strategic Management, 16, 105-119
120. Sotgiu, I., & Galati, D. (2007). Long-term memory for traumatic events: Experiences
121. and emotional reactions during 2000 flood in Italy. The Journal of Psychology, 141(1), 91–108.St. Clair, R., & Benjamin, A. (2011). Performing desires: The dilemma of aspirationsand educational attainment. British Educational Research Journal, 37(3),501-517.
122. St. Clair, R., Kintrea, K., & Houston, M. (2013). Silver bullet or red herring? Newevidence on the place of aspirations in education. Oxford Review of Education, 39(6),719–738.
123. Stone, L. (2012). The impact of professional development on classroom teachers’use of differentiated instruction strategies (Dissertation). Retrieved from https://www.stonecompleteddissertation.
124. Susak, M. (2016). Factors that affect classroom participation. Retrieved from https://scholarworks.rit.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=10526&context=theses.
125. Taylor, L., & Parsons, J. (2011). Improving student engagement. Current Issuesin Education, 14(1).
126. Thapa, A., Cohen, J., Higgins- D’Alessandro, A., & Guffey, S. (2012). School climateresearch summary: August 2012. Retrieved from https://www.schoolclimate.org/storage/app/media/PDF/sc-brief-v3
127. Veiga, F., Wentzel, K., Melo, M., Pereira, T., Faria, L., & Galvao, D. (2014). Students’engagement in school and peer relations: A literature review. Retrieved from http://repositorio.ul.pt./bitstream/10451/18035/1/E-Book_ICIEAE_peer%20relations_rl
128. Walker, S. (2010). Professional growth of special educational personnel through theuse of a collaborative process (Doctoral dissertation). Retrieved from ProQuest Dissertationsand Theses
129. Wang, M. T., Brinkworth, M. B., & Eccles, J. S. (2013). The moderation effect of
130. teacher-student relationship on the association between adolescents’ self-regulation ability,family conflict, and developmental problems. Developmental Psychology, 49, 690-705.
131. Wang, M-T., & Sheikh-Khalil, S. (2014). Does parental involvement matter for studentachievement and mental health in high school?. Child Development, 85(2), 610–625.
132. Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, andacademic engagement: A longitudinal study of school engagement using a multi-dimensional perspective. Learning and Instruction, 28, 12–23.
133. Wang, M-T., & Degol, J. (2014). Staying engaged: Knowledge and research needin student engagement. Child Dev Perspect, 8(3), 137–143.
134. Wang, M. T., Willet, J. B., & Eccles, J. S. (2011). The assessment of schoolengagement: Examining dimensionality and measurement invariance by gender and race/ethnicity. Journal of School Psychology, 49 (4), 465-480.
135. Wang, M. T., & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school.American Educational Research Journal, 47, 633–662.
136. Warner, B. (2015). An exploration of engagement, motivation, and student-centeredlearning in physical education. Journal of Unschooling and Alternative Learning, 9(18), 2-14.
137. Wentzel, K. R. (2009b). Peers and academic functioning at school. In K. H. Rubin, W.M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships and groups(pp. 531–547). New York, NY: Guilford Press.West Virginia Department of Education (2007). Frameworks for high performing 21stcentury school systems, schools and classroom. Adapted from publication of the Partnershipfor 21^st Century Skills. WVDE, Charleston, WV. Retrieved from http://www.21centuryskill.org.
138. White, M. (2012). A descriptive study of 21^st century instructional practices in the Association of Christian Schools International in Kentucky, Ohio and West Virginia (ThesesDissertations and Capstones). Paper 239. Retrieved from https://mds.marshall.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&arti le=1238&context=etd
139. Wildman, R. H. (2015). A phenomenological study of high school teachers' motivation as related to teacher performance management (Doctoral dissertation). Walden University. Retrieved from https://scholarworks.waldenu.edu/cg/viewcontent.cgi?article=1425&context=dissertations
140. Willms, J. D. (2013). Student engagement at school: A sense of belonging andparticipation. Results from PISA 2000. Paris: Organization for Economic Cooperation andDevelopment (OECD). Retrieved from http://www.unb.ca/crisp/pdf/0306.pdf
141. Wing Institute (2018). Teacher competencies. Retrieved from https://www.winginstitute.org/quality-teachers-compentencies
142. Yates, D. S., Moore, D., & Starnes, D. (2008). The practice of statistics (3^rd ed). NewYork W. H. Freeman and Company/BFW, A Macmillan Higher Education Company.
143. You, S. (2011). Peer influence and adolescents’ school engagement. Paperpresented at the International Conference on Education and Educational Psychology(ICEEPSY 2011). Procedia - Social and Behavioral Sciences, 29, 829-835.
144. Yusuf, M. A. (2010). The influence of school climate change on teachers’ productivityand students’ achievement. Journal of Research in National Development, 8(2).
145. Zhu, X., Chen, A., Ennis, C., Sun, H., Hopple, C., Bonello, M., Bae, M., & Kim, S.(2009). Situational interest, cognitive engagement, and achievement in physical education. Contemp Educ Psychol., 34(3), 221–229.