Teacher and Student Behaviors in the Contexts of Grade-Level and Instructional Grouping
Teacher behaviors such as providing frequent opportunities to respond and feedback are known to promote student engagement. In addition, contextual variables such as grade-level and instructional grouping may affect engagement. However, less is known about teacher behavior in these instructional con...
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| Veröffentlicht in: | Preventing school failure 2015-01, Vol.59 (1), p.30-39 |
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| container_title | Preventing school failure |
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| creator | Hollo, Alexandra Hirn, Regina G. |
| description | Teacher behaviors such as providing frequent opportunities to respond and feedback are known to promote student engagement. In addition, contextual variables such as grade-level and instructional grouping may affect engagement. However, less is known about teacher behavior in these instructional contexts. This study aimed to examine active instruction and engagement across elementary, middle, and high schools using a large database of direct classroom observations. Additional analyses were conducted to examine teacher and student variables within and between instructional groupings in elementary schools. Results revealed that whole-group instruction was the most frequently used format regardless of grade level, but individual opportunities to respond and active engagement were significantly higher during small-group lessons. Exploratory analyses of subsets of observations indicated that (a) group size affected frequency and duration of discrete teacher and student behaviors and (b) relationships among variables varied by context. |
| doi_str_mv | 10.1080/1045988X.2014.919140 |
| format | Article |
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In addition, contextual variables such as grade-level and instructional grouping may affect engagement. However, less is known about teacher behavior in these instructional contexts. This study aimed to examine active instruction and engagement across elementary, middle, and high schools using a large database of direct classroom observations. Additional analyses were conducted to examine teacher and student variables within and between instructional groupings in elementary schools. Results revealed that whole-group instruction was the most frequently used format regardless of grade level, but individual opportunities to respond and active engagement were significantly higher during small-group lessons. Exploratory analyses of subsets of observations indicated that (a) group size affected frequency and duration of discrete teacher and student behaviors and (b) relationships among variables varied by context.</description><subject>classroom context</subject><subject>Comparative Analysis</subject><subject>Context Effect</subject><subject>Correlation</subject><subject>effective instruction</subject><subject>Elementary School Students</subject><subject>Elementary School Teachers</subject><subject>Elementary Schools</subject><subject>Feedback (Response)</subject><subject>Grouping (Instructional Purposes)</subject><subject>High School Students</subject><subject>Instructional Effectiveness</subject><subject>instructional grouping</subject><subject>Instructional Program Divisions</subject><subject>Learner Engagement</subject><subject>Measures (Individuals)</subject><subject>Middle School Students</subject><subject>Middle School Teachers</subject><subject>Observation</subject><subject>Predictor Variables</subject><subject>Reliability</subject><subject>Secondary School Teachers</subject><subject>Small Group Instruction</subject><subject>Student Behavior</subject><subject>student engagement</subject><subject>Student Participation</subject><subject>Teacher Behavior</subject><subject>Teaching methods</subject><subject>United States (Southeast)</subject><subject>Variables</subject><issn>1045-988X</issn><issn>1940-4387</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><recordid>eNp9kMtKxDAUhosoeH0DhYLrjjlJ2iYr0WG8MeBCRXchpidOpSZjknp5eztWXbrKgf_7Tg5_lu0DmQAR5AgIL6UQDxNKgE8kSOBkLdsCyUnBmajXh3lAihWzmW3H-EwIAQb1VnZ_i9osMOTaNflN6ht0KT_FhX5rfYh56_K0wHzqXcKPFHNv8_OgGyzm-Ibdt3TpYgq9Sa13uhtS3y9b97SbbVjdRdz7eXeyu7PZ7fSimF-fX05P5oVhZZ2KSkhq8NEwVgFQaJgQ0hgBAFgzlAYER_koK12R0iK3lBJKraDM1KQyjWU72eG4dxn8a48xqWffh-GSqKCseF0TWcJA8ZEywccY0KplaF90-FRA1KpC9VuhWlWoxgoH7WDUMLTmT5ldAWGiqumQH49566wPL_rdh65RSX92PtignWmjYv_-8AV-T4C4</recordid><startdate>20150101</startdate><enddate>20150101</enddate><creator>Hollo, Alexandra</creator><creator>Hirn, Regina G.</creator><general>Routledge</general><general>Taylor & Francis Inc</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>20150101</creationdate><title>Teacher and Student Behaviors in the Contexts of Grade-Level and Instructional Grouping</title><author>Hollo, Alexandra ; 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| identifier | ISSN: 1045-988X |
| ispartof | Preventing school failure, 2015-01, Vol.59 (1), p.30-39 |
| issn | 1045-988X 1940-4387 |
| language | eng |
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| source | Education Source |
| subjects | classroom context Comparative Analysis Context Effect Correlation effective instruction Elementary School Students Elementary School Teachers Elementary Schools Feedback (Response) Grouping (Instructional Purposes) High School Students Instructional Effectiveness instructional grouping Instructional Program Divisions Learner Engagement Measures (Individuals) Middle School Students Middle School Teachers Observation Predictor Variables Reliability Secondary School Teachers Small Group Instruction Student Behavior student engagement Student Participation Teacher Behavior Teaching methods United States (Southeast) Variables |
| title | Teacher and Student Behaviors in the Contexts of Grade-Level and Instructional Grouping |
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