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Module 8: Resources and Endnotes

Toolkit Index Start Again

Resources

  1. Youth Engagement Literature Review
  2. CEYE Youth Engagement Model Worksheet
  3. CEYE Youth Engagement Model Booklet
  4. The Rationale for Youth Engagement
  5. The Outcomes of Youth Engagement
  6. The Spectrum of Youth Engagement
  7. “Don’t Forget:” Additional Programming Considerations
  8. Indicator Framework: Initiating Youth Engagement
  9. Indicator Framework: 8 Qualities of Youth Engagement
  10. Indicator Framework: Sustaining Youth Engagement
  11. Assessment Tool: Initiating Youth Engagement
  12. Assessment Tool: 8 Qualities of Youth Engagement
  13. Assessment Tool: Sustaining Youth Engagement
  14. Head, Heart, Feet, Spirit Evaluation
  15. Organizational Readiness Module
  16. Conference Survey
  17. Leadership Qualities Module
  18. Youth-Adult Survey
  19. Organizational Outcomes Module
  20. Adult Allies in Action Booklet
  21. Adult Allies Training Manual
  22. Sample Forms for a Youth Engagement Event
  23. Putting it in Practice Checklist: Physical and Psychological Safety
  24. Putting it in Practice Checklist: Appropriate Structure
  25. Putting it in Practice Checklist: Supportive Relationships
  26. Putting it in Practice Checklist: Opportunities for Belonging and Meaningful Inclusion
  27. Putting it in Practice Checklist: Positive Social Norms
  28. Putting it in Practice Checklist: Support for Efficacy and Mattering
  29. Putting it in Practice Checklist: Opportunities for Skill Building and Learning
  30. Putting it in Practice Checklist: Integration of Family, School and Community Efforts
  31. The Young Decision Makers Model
  32. The Young Decision Makers Discussion Toolkit
  33. Students as Researchers Toolkit
  34. Key Features of YE and HPS

Video Archives

List of video resources from the 2017 Youth Engagement Toolkit:

  1. The Benefits of Youth Engagement
  2. Engagement and Comprehensive School Health
  3. Youth Engagement Defined
  4. Youth Engagement Model
  5. The Elevator Speech
  6. Initiating Youth Engagement
  7. Shared Values and Objectives
  8. Adult Allies
  9. 8 Qualities of Youth Engagement
  10. Simple Steps to Youth Engagement
  11. Adolescent Brain Development
  12. Minister’s Students Advisory Council
  13. Youth Engagement in Research
  14. Sustaining Youth Engagement
  15. Addressing Challenges
  16. Evaluation
  17. Critical Factors Autonomy
  18. Critical Factors Relatedness
  19. Critical Factors Research Gaps
  20. Effective Programs: Program Features for All 3 Factors

Endnotes

  1. Leka, K., Roseni, E. (2022). Students’ challenges in online learning engagement. Journal of Educational and Social Research 12, 298-313.
  2. Gamage KAA, Gamage A, Dehideniya SCP. (2022). Online and Hybrid Teaching and Learning: Enhance Effective Student Engagement and Experience. Education Sciences, 12(10), 651.
  3. See literature review
  4. Buijs, G. J. (2009). Better schools through health: Networking for health promoting schools in Europe.European Journal of Education, 44, 507–520.
  1. Mitra, D.L. (2009). Collaborating with students: Building youth-adult partnerships in schools. American Journal of Education, 115, 407-436.
  2. Dworkin, J. B., Larson, R., & Hansen, D. (2003). Adolescents’ accounts of growth experiences in youth activities. Journal of Youth and Adolescence, 32(1), 17-26.
  3. McGee, R., Williams, S., Howden-Chapman, P., Martin, J., & Kawachi, I. (2006). Participation in clubs and groups from childhood to adolescence and its effects on attachment and self-esteem. Journal of Adolescence, 29, 1-17.
  4. Mager, U., Nowak, P. (2011). Effects of student participation in decision making at school: A systematic review and synthesis of empirical research. Educational Research Review, 7, 38-61.Cargo, M., Grams, G. D., Ottoson, J. M., Ward, P., & Green, L. W. (2003). Empowerment as fostering positive youth development and citizenship. American Journal of Health Behaviour, 27, 66-79.
  1. For an extensive empirical literature review about youth engagement and health outcomes, please see: Centre of Excellence for Youth Engagement. (2003). Youth engagement and health outcomes: Is there a link? Toronto, ON: Students Commission of Canada. Accessible at:
    ca/assets/pdf/tools/en/public/youth_engagement_and_health_outcomes.pdf
  2. Eccles, J. S., & Barber, B. L. (1999). Student council, volunteering, basketball, or marching band: What kind of engagement matters? Journal of Adolescent Research, 14, 10-43.Dotterer, A. M., & Lowe, K. (2011). Classroom context, school engagement, and academic achievement in early adolescence. Journal of Youth and Adolescence, 40(12), 1649-1660. doi:10.1007/s10964-011- 9647-5Green, J., Liem, G. A. D., Martin, A. J., Colmar, S., Marsh, H. W., & McInerney, D. (2012). Academic motivation, self-concept, engagement, and performance in high school: Key processes from a longitudinal perspective. Journal of Adolescence, 35(5), 1111-1122. doi:10.1016/j. Adolescence.2012.02.016.Park, S., Holloway, S., Arendtsz, A., Bempechat, J., & Li, J. (2012). What makes students engaged in learning? A time-use study of within- and between-individual predictors of emotional engagement in low-performing high schools. Journal of Youth & Adolescence, 41(3), 390-401. doi:10.1007/s10964- 011-9738-3 0
  1. Janosz, M., LeBlanc, M., Boulerice, B., & Tremblay, R.E. (1997). Disentangling the weight of school dropout predictors: A test on two longitudinal samples. Journal of Youth and Adolescence, 26(6), 733-758.Mahoney, J. L., & Cairns, R. B. (1997). Do extracurricular activities protect against early school dropout? Developmental Psychology, 33, 211-253
  1. Tyrväinen, H., Uotinen, S., Valkonen, L. (2021). Instructor presence in a virtual classroom. Open Education Studies, 3, 132-146.
  2. Meda, L., Elsayary, A. (2021). Establishing social, cognitive and teacher presences during emergency remote teaching: reflections of certified online instructors in the United Arab Emirates. Contemp Educ Technology,
  3. Roque-Hernández, Ramón Ventura et al. (2024). Perceived instructor presence, interactive tools, student engagement, and satisfaction in hybrid education post-COVID-19 lockdown in Mexico. Heliyon, 10(6).
  4. Sushchenlo, O. Akhmedova, O. Stryzhak. (2021). The use of interactive training technologies in teaching academic disciplines for students of tourism specialities. Access Journal – Access to Science, Business, Innovation in the Digital Economy, 2, 28-39.
  5. Pancer, S. M., Rose-Krasnor, L., & Loiselle, L. (2002). Youth conferences as a context for engagement. New Directions for Youth Development, 96, 47-64.
  6. Rose-Krasnor, L.; Busseri, M.; McCart, S.; Pancer S. M. (2007). Engagement Framework. Toronto, ON: The Centre of Excellence for Youth Engagement: Brock University and the Students Commission
  7. Zeldin, S., Camino, L., & Calvert, M. (2003). Toward an understanding of youth in community governance: Policy priorities and research directions No. XVII (III)) Society for Research in Child Development.
  8. Kirby, P., Lanyon, C., Cronin, K., & Sinclair, R. (2003). Building a culture of participation: Involving children and young people in policy, service planning, delivery and evaluation. London: Department for Education and Skills.
  9. Evaluation research conducted for the YMCA by the Centre of Excellence for Youth Engagement.
  10. Farrell, J. Brunton. (2022). A balancing act: a window into online student engagement experience. International Journal of Educational Technology in Higher Education, 17.
  11. (Shuey et al., 2021)
  12. Eccles, J. S., & Gootman, J. A. (2002). Community programs to promote youth development. Washington, DC: National Academies Press. Eccles, J. S., & Gootman, J. A. (2002). Community programs to promote youth development. Washington, DC: National Academies Press.
  13. John Freeman, et al. (2011). The Health of Canada’s Children: A Mental Health Focus. Public Health Agency of Canada. Ottawa.
  14. Ministry of Child and Youth Services. (2013). Stepping up: A strategic framework to help Ontario’s youth succeed. Retrieved from: http://www.children.gov.on.ca/htdocs/English/documents/topics/ youthopportunities/steppingup/steppingup.pdfLuthar, S.S. (2006). Resilience in development: A synthesis of research across five decades. In Developmental Psychopathology: Risk, disorder, and adaptation D. Cicchetti & D.J. Cohen, Eds.: 740– 795. Wiley. New YorkReininger, B. M., Evans, A. E., Griffin, S. F., Sanderson, M., Vincent, M. L., Valois, R. F., & Parra-Medina, D. (2005). Predicting adolescent risk behaviors based on an ecological framework and assets. American Journal of Health Behavior, 29(2), 150-161.
  1. Fine, M., Torre, M. E., Burns, A., Payne, Y. A. (2007). Youth research/participatory methods for reform. In D. Thiessen and A. Cook-Sather (Eds.), International Handbook of Student Experience in Elementary and Secondary School (pp. 805-828). New York, NY: Springer.
  2. Bal, E.; Malkoç, N. (2020). Problems Faced By Education and Educators during the Coronavirus Disease (Covid-19) Process. Sci, 7, 351–354.Crawley, F.E.; Fewell, M.D.; Sugar, W.A. (2009). Researcher and Researched: The Phenomenology of Change from Face-to-Face to Online Instruction. Learning & Technology Library.