Propuesta de Implementación de Estrategias según Matriz 5W2H

variety of inputs are associated with impact according to teachers and students at School 4, though they are not quite as varied.

Figure 15 provides a visual overview of the data analysis on motivation and engagement from School 4. As at School 1, here student data also indicated high student motivation, with 100% of students coded at level 3 for motivation. Only 33% indicated behavioral engagement and there was no indication of affective or cognitive engagement. Teacher reporting provided some evidence of student motivation and all three forms of engagement (35% reporting increased motivation; and 28%, 35%, and 14% for increased affective, behavioral, and cognitive engagement respectively). The remainder of this section will illustrate and discuss these findings in detail

Figure 15: Student academic motivation and engagement for School 4.

The remainder of this section presents student and teacher quotes from School 4 to provide more detail and context illustrating the connection between The Future Project program inputs and autonomy, competence, relatedness, motivation, and engagement. In addition to Dream Director and peer support and identifying intrinsic goals, students and

35 28 35 14 100 0 33 0 0 20 40 60 80 100 P er ce n t w h o r ep o rt ed a n i n cr ea se Teacher Reported Student Reported

teachers in School 4 also believe that a primary effect has been development of student leadership These first quotes reflect the power of support from the Dream Director and bonding with the Dream Team.

Even now I don’t have many peers, except for The Future Family, which is good because it’s helping me. I thought I would need more people, but this is enough. Even in my own household I don’t have much of an ear.

(Student 11, School 4)

I opened up more with that dream team and the dream team this year and anybody who came in to The Future Project office I’m like, “Yeah, I’m [name]!” In the beginning it was just like I was looking around, and I was just looking around and I was shy, and I didn’t really do much. And as time went on, like this year I’m more open with putting myself out there and I’m more into talking to big groups because I realize my potential last year. (Student 14, School 4)

This next excerpt is in reference to the Life Success workshops that this student led for her peers throughout the school. This is an example of an intrinsically motivated goal that she chose to pursue because of her participation with The Future Project.

Usually I’m up all night writing my lesson plans and typing it all out and I’m so into it. And I wake up and am like, “Oh my God, I should add this into my life class” or I should do this, or I see something on TV and I think, why don’t I add this or do that. It’s kind of an ongoing process either writing or watching or taking down notes or waking up at 3am and, whoa revelations! (Student 14, School 4)

In addition to students’ drive to pursue intrinsic goals, teachers in School 4 noted the importance of the trusting relationships between students and the Dream Director. The quote below is an example of this.

doesn't develop on its own but in purposefully crafted. TFP is certainly a significant element in our purposeful and crafted cultural development. (Teacher 21, School 4)

Students saw this place of safe self-expression contribute to the development of Dream Team students as empowered leaders. This manifested in experiences for the larger student body like open forums (and the Life Success classes mentioned above) that helped all students feel safe discussing issues relevant in their lives. This in turn

influenced the whole school culture.

This next teacher quote also highlights the relatedness experienced with the Dream Director and among the Dream Team, and that it resulted in student inspiration (affective engagement) and leadership and reliable participation in school activities (behavioral engagement).

They [students] are more inspired and feel more supported. [Dream Director]’s work with the Dream Team students is incredible. I coordinate a College Readiness program (College For Every Student) and the Dream Team students have always been the most consistent and engaged

members of our program. In the past I've avoided them for leadership roles within the program, because I didn't want to overwhelm and overburden them. However it is beyond evident that the Dream Team students are the most capable and ambitious student leaders and we are now discussing the possibility of a more in depth cross collaboration where some of the upper class Dream Team members can choose to become the "Team Leaders" of our CFES program; which will in a very real sense will be more like they are branching out and developing their very own Dream Teams. (Teacher 17, School 4)

These perspectives from teachers are consistent with the student reporting at school in their emphasis on student empowerment, students felt they had a voice and could be leaders in their school community through the support of the Dream Director and the Dream Team to lead projects that improved the school.