Teacher Instruction as a Predictor for Student Engagement and Disruptive Behaviors
Effective instruction is a critical predictor of student achievement. As students with exceptionalities such as emotional and behavioral disorders and learning disabilities, who typically struggle with academic achievement, spend increasing amounts of general education settings, the need for precise...
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| Veröffentlicht in: | Preventing school failure 2014-01, Vol.58 (4), p.193-200 |
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| container_title | Preventing school failure |
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| creator | Scott, Terrance M. Hirn, Regina G. Alter, Peter J. |
| description | Effective instruction is a critical predictor of student achievement. As students with exceptionalities such as emotional and behavioral disorders and learning disabilities, who typically struggle with academic achievement, spend increasing amounts of general education settings, the need for precise instructional behaviors becomes more imperative. The authors present the results of 1,197 systematic direct observations of teachers' instructional behaviors and their effect on student engagement and disruption. Results indicate statistically significant correlations between teaching and student engagement and disruptions, although there is variability depending on the grade level (elementary school vs. high school). Limitations, implications, and directions for future practice are discussed. |
| doi_str_mv | 10.1080/1045988X.2013.787588 |
| format | Article |
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As students with exceptionalities such as emotional and behavioral disorders and learning disabilities, who typically struggle with academic achievement, spend increasing amounts of general education settings, the need for precise instructional behaviors becomes more imperative. The authors present the results of 1,197 systematic direct observations of teachers' instructional behaviors and their effect on student engagement and disruption. Results indicate statistically significant correlations between teaching and student engagement and disruptions, although there is variability depending on the grade level (elementary school vs. high school). 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As students with exceptionalities such as emotional and behavioral disorders and learning disabilities, who typically struggle with academic achievement, spend increasing amounts of general education settings, the need for precise instructional behaviors becomes more imperative. The authors present the results of 1,197 systematic direct observations of teachers' instructional behaviors and their effect on student engagement and disruption. Results indicate statistically significant correlations between teaching and student engagement and disruptions, although there is variability depending on the grade level (elementary school vs. high school). 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| ispartof | Preventing school failure, 2014-01, Vol.58 (4), p.193-200 |
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| source | Education Source |
| subjects | Academic achievement Behavior Problems classroom Classroom Observation Techniques Cohort Analysis Correlation analysis Data Analysis Elementary Schools Emotional disorders engagement feedback Grouping (Instructional Purposes) High Schools Inclusion instruction Instructional Effectiveness Learner Engagement Learning disabilities Middle Schools opportunities to respond Predictor Variables Protocol Analysis Student Behavior Teacher Behavior Teacher Effectiveness Teaching Methods Teaching Styles United States (Southeast) |
| title | Teacher Instruction as a Predictor for Student Engagement and Disruptive Behaviors |
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