Teacher and Student Interactions in School Common Areas: An Examination of Typical Rates of Supervision, Engagement, and Feedback

Autor/inn/en	Tsai, Shu-Chen; Scott, Terrance M.
Titel	Teacher and Student Interactions in School Common Areas: An Examination of Typical Rates of Supervision, Engagement, and Feedback
Quelle	In: Exceptionality, 28 (2020) 3, S.195-208 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tsai, Shu-Chen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2020.1727334
Schlagwörter	Teacher Student Relationship; Interaction; School Space; Playgrounds; Dining Facilities; Supervision; Feedback (Response); Positive Behavior Supports; Adults; Elementary School Students; Middle School Students; High School Students; Racial Differences; Gender Differences + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Schulraum; Playground; Spielplatz; Mensa; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Rassenunterschied; Geschlechterkonflikt
Abstract	Much attention has been paid to the role of effective instruction in classroom settings and there is compelling evidence that teacher clarity, student engagement, feedback, and active supervision are keys to student success. In positive behavior interventions and support (PBIS) schools, these principles are applied school-wide with students receiving supervision, engagement, and feedback regarding behavior in all areas of the school. As an assessment of typical interactions in common areas, trained coders observed school personnel across elementary through high school levels as they were stationed in hallway and cafeteria settings. Results show very low rates of engagement and feedback but relatively high rates of active supervision. These data are described in detail, compared to published rates of similar behaviors in the classroom, and discussed in terms of strategies for increasing effective instructional practices across all areas of the school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01