Exploring Features within Organizational and Cognitive Factors That Predict Variability in Estimates of Classwide Active Engagement

Autor/inn/en	Johnson, LeAnne D.; Ford, Andrea L. B.; Dupuis, Danielle; Hugh, Maria L.
Titel	Exploring Features within Organizational and Cognitive Factors That Predict Variability in Estimates of Classwide Active Engagement
Quelle	In: Topics in Early Childhood Special Education, 41 (2021) 3, S.207-220 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Johnson, LeAnne D.) ORCID (Ford, Andrea L. B.) ORCID (Hugh, Maria L.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/02711214211030341
Schlagwörter	Preschool Education; Preschool Children; Learner Engagement; Inclusion; Self Contained Classrooms; Context Effect; Students with Disabilities; Classroom Environment; Teaching Methods; Environmental Influences; Teacher Student Ratio; Teamwork; Class Size; Predictor Variables + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Klassenklima; Unterrichtsklima; Teaching method; Lehrmethode; Unterrichtsmethode; Environmental influence; Umwelteinfluss; Lehrer-Schüler-Relation; Klassengröße; Prädiktor
Abstract	Adopting an "act-in-context" approach is helpful to researchers investigating situational variability in children's active engagement in preschool classrooms. Aligned with this approach, we propose an empirical pathway and a conceptual model to support examinations of contextual factors hypothesized to impact active engagement as well as the means by which adults promote it. We defined two overarching factors--cognitive and organizational--and explored the predictive nature of seven features within them. With video recordings from 31 classrooms (inclusive and self-contained) of three instructional routines on three different occasions, we derived averages for classwide active engagement during each observation. A series of linear mixed effects models revealed that instructional routines significantly predicted variability in classwide active engagement as did interactions of other contextual features with instructional routines. These findings provide a foundation for continued, systematic examinations of situational factors and conceptualizations of engagement within carefully specified pathways for improving active engagement. (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