Teacher Instruction as a Predictor for Student Engagement and Disruptive Behaviors

Autor/inn/en	Scott, Terrance M.; Hirn, Regina G.; Alter, Peter J.
Titel	Teacher Instruction as a Predictor for Student Engagement and Disruptive Behaviors
Quelle	In: Preventing School Failure, 58 (2014) 4, S.193-200 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
Schlagwörter	Predictor Variables; Student Behavior; Behavior Problems; Teacher Effectiveness; Learner Engagement; Teacher Behavior; Teaching Styles; Classroom Observation Techniques; Inclusion; Instructional Effectiveness; Teaching Methods; Grouping (Instructional Purposes); Cohort Analysis; Elementary Schools; High Schools; Protocol Analysis; Middle Schools; Data Analysis + Suchen Sie Ihr Suchwort? Prädiktor; Student behaviour; Schülerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher behaviour; Lehrerverhalten; Lehrstil; Unterrichtsstil; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Grouping; Gruppenbildung; Kohortenanalyse; Elementary school; Grundschule; Volksschule; High school; Oberschule; Middle school; Mittelschule; Mittelstufenschule; Auswertung
Abstract	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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10