Optimal Learning Environments to Promote Student Engagement / Advancing Responsible Adolescent Development (PDF)

David J. Shernoff, Ph.D., is an associate professor of educational psychology at Northern Illinois University and visiting associate professor at Rutgers University. He received his doctorate in education from the University of Chicago in 2001. His dissertation work applied Mihaly Csikszentmihalyi's theory of flow and experience sampling methodology to the examination of student engagement in high school. From 2001-2003 he served a postdoctoral fellowship at the University of Wisconsin-Madison where he co-managed a grant-funded research project on middle school students' engagement in school-based after-school programs. While at Northern Illinois University, he has taught courses on adolescent development, educational psychology, and motivation in the classroom to graduate and undergraduate students. His research interests include student motivation and engaging learning environments, engagement in educational video games, and mentoring. His grant-funded empirical work and journal articles related to the topic of engagement have focused on, a) contextual, student, and school influences on student engagement in high school, and the effects of student engagement on short-term and long-term outcomes; b) the influence of school-based after-school programs on middle-school students' engagement, engaging and disengaging after-school program activities, and engagement in after school programs as a predictor and mediator of social and academic outcomes; c) the impact of a video-game approach to mechanical engineering education on student engagement and learning, and d) the impact of teacher behaviors and the motivational dimensions of the learning environment on student engagement in high school classrooms. His other book titles include Good Mentoring (Jossey-Bass, 2009, with Jeanne Nakamura), The Individual-Maker (William & Sons, 2001), and the forthcoming volume, Engaging Youth in Schools: Evidence-based Models to Guide FutureInnovations (Teachers College Record,

“David Shernoff hasprovided a definitive examination of how youth engage (or fail to engage) in various environments. His book is at once theoretically sophisticated and eminently practical.”



Howard Gardner, Hobbs Professor of Cognition and Education, Harvard Graduate School of Education, and author of Frames of Mind and Multiple Intelligences

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“In this singularly erudite, comprehensive, and integrative work, David Shernoff presents a compelling vision for how schools can optimize the engagement of youth in learning and achievement and promote their positive development. This book provides scholars, educators, and policy makers with a unique conceptual template for enhancing the lives of diverse young people and for strengthening the schools and communities of our nation.”



Richard M. Lerner, Bergstrom Chair in Applied Developmental Science and Director, Institute for Applied Research in Youth Development, Tufts University, and Author of Liberty: Thriving and Civic Engagement Among America’s Youth

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"This is a valuable book! Schools are not living up their potentials and a major reason is their failure to truly engage students. Shernoff’s book provides a comprehensive and compelling account of the critical role of motivation and engagement in learning. The chapters present the research on every aspect of the topic: how engagement effects achievement; how effective teachers sustain high engagement; the design of classroom activities to maximize motivation; and the ways that new model programs, successful alternative schools, and after-school programs facilitate absorption in learning."