Examining the Effects of Teacher-Directed Opportunities to Respond on Student Outcomes: A Systematic Review of the Literature

Autor/inn/en	MacSuga-Gage, Ashley S.; Simonsen, Brandi
Titel	Examining the Effects of Teacher-Directed Opportunities to Respond on Student Outcomes: A Systematic Review of the Literature
Quelle	In: Education and Treatment of Children, 38 (2015) 2, S.211-239 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Literature Reviews; Academic Achievement; Classroom Environment; Classroom Techniques; Educational Research; Evidence; Meta Analysis; Student Behavior; Behavior Change; Incidence; Delivery Systems; Instructional Innovation; Teaching Methods; Educational Practices; Educational Strategies; Learner Engagement; Student Participation; Student Reaction; Feedback (Response); Learning Modalities; Electronic Journals; Coding; Student Characteristics; Research Methodology; Research Design; Predictor Variables; Fidelity; Validity; Motivation Techniques + Suchen Sie Ihr Suchwort? Schulleistung; Klassenklima; Unterrichtsklima; Klassenführung; Bildungsforschung; Pädagogische Forschung; Evidenz; Meta-analysis; Metaanalyse; Student behaviour; Schülerverhalten; Vorkommen; Auslieferung; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Lehrstrategie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerkritik; Lernumgebung; E-Journal; Codierung; Programmierung; Research method; Forschungsmethode; Forschungsdesign; Prädiktor; Gültigkeit; Motivationsförderung
Abstract	Research indicates that increasing teacher-directed opportunities to respond (TD-OTR) positively impacts student outcomes. Prior reviews of the empirical literature focused on outcomes for students with emotional behavioral disorders or on TD-OTRs as one of many classroom-management practices; however, prior reviews did not examine effects of TD-OTRs solely within the class-wide context. For the present review, we (a) examined class-wide TD-OTR research (i.e., screened a total of 527 unique abstracts and identified, reviewed, and coded 15 empirical studies); (b) summarized the effects of class-wide TD-OTRs on student behavioral and academic outcomes, including differential impacts by modality; and (c) described the rates of TD-OTRs documented in the literature. Results are consistent with prior reviews, supporting positive behavioral and academic student outcomes when class-wide TD-OTRs are increased, and extend the literature by identifying differential outcomes by modality and describing observed and desired rates of TD-OTR delivery. (As Provided).
Anmerkungen	West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01