A Multidimensional and Multilevel Examination of Student Engagement and Secondary School Teachers' Use of Classroom Management Practices

Autor/inn/en	Larson, Kristine E.; Pas, Elise T.; Bottiani, Jessika H.; Kush, Joseph M.; Bradshaw, Catherine P.
Titel	A Multidimensional and Multilevel Examination of Student Engagement and Secondary School Teachers' Use of Classroom Management Practices
Quelle	In: Journal of Positive Behavior Interventions, 23 (2021) 3, S.149-162 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Larson, Kristine E.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300720929352
Schlagwörter	Hierarchical Linear Modeling; Learner Engagement; Classroom Techniques; Multidimensional Scaling; High School Teachers; Student Characteristics; Institutional Characteristics; Classroom Environment; Positive Behavior Supports; Suspension; Maryland + Suchen Sie Ihr Suchwort? Klassenführung; Mehrdimensionale Analysis; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Klassenklima; Unterrichtsklima; Ausschluss; Schulausschluss
Abstract	Student engagement is a multidimensional construct influenced by complex student, classroom, and school factors. Although prior research has examined various dimensions of student engagement, few studies have adopted a multilevel approach to simultaneously incorporate observational measures of classroom practices with student and school factors. The current study examined the association between student self-reported affective and behavioral engagement (n = 26,849 students) and observed instructional and behavioral classroom management practices within 401 classrooms in 54 high schools. We employed three-level hierarchical linear modeling and included student, classroom, and school variables. Results indicated that observed teacher use of positive behavior supports was positively and significantly associated with student reports of active engagement in the same classroom. Implications for improving teachers' classroom management practices to promote student engagement are considered. [For the Grantee Submission, see ED611739.] (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01