The differential influence of instructional context on the academic engagement of students with behavior problems |
| |
Authors: | Jean A Baker Teresa P Clark Kimberly S Maier Steve Viger |
| |
Institution: | 1. Michigan State University, 434 Erickson Hall, East Lansing, MI 48864, USA;2. College of Education, Michigan State University, 451 Erickson Hall, East Lansing, MI 48824-1034, USA |
| |
Abstract: | The teacher–student interactions of 39 students exhibiting high externalizing behavior problems and 59 students exhibiting average behavioral adjustment from urban elementary schools were directly observed. Comparisons between these students within four different instructional contexts indicated that levels of student engagement were significantly related to both behavior and classroom context. Although teachers’ use of behavioral management strategies was minimal, it was significantly related to the type of instructional context in which it occurred. Findings are discussed in terms of how different instructional contexts place unique demands and offer distinct affordances for students with behavior problems. A more comprehensive understanding of the influence of these environmental contexts can allow teachers to scaffold task demands to bring them within the domains of the student's ability. |
| |
Keywords: | Elementary Behavior problems Teacher instructional practices On-task behavior Direct observational methods |
本文献已被 ScienceDirect 等数据库收录! |
|