From Monologue To Dialogue: A Teacher Training To Enhance Effective Student Engagement and Learning





Paper Type

Doctoral Dissertation


College of Education and Human Services

Degree Name

Doctor of Education in Educational Leadership (EdD)


Leadership, School Counseling & Sport Management

First Advisor

Dr. Paul Eggen

Second Advisor

Dr. Lynne Carroll

Third Advisor

Dr. Joyce Jones

Fourth Advisor

Dr. Royal Van Horn

Fifth Advisor

Dr. E. Newton Jackson, Jr.

College Dean

Dr. Larry G. Daniel


Many high schools are encouraging teachers to enhance the level of student engagement by having teachers interact more productively with students. Effective questioning, efficient use of wait time, use of high-quality examples, a clear goal, equitable distribution, and a balance of open and closed questions correlate with higher levels of student learning. Seventeen teachers at two rural high schools in North Florida attended a 2-day, 12-hour training on effective student engagement, and each instructor was video recorded in a pretest and posttest direct instruction lesson. Instructors were rated according to a rubric measuring various elements of effective instruction. A Wilcoxon matched pairs test was used to determine statistically significant difference in the means. A total score of all the items was also calculated. Statistically significant differences were found for wait-time, equitable distribution, balance of open and closed questions, goal centeredness, use of high-quality examples, and the total score. No statistically significant difference was found for overall level of student engagement. Results of this study may assist secondary education policy makers and practitioners in refining professional development materials intended to improve teachers‘ ability to engage students in the learning process.

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