Teacher Instruction as a Predictor for Student Engagement and Disruptive Behaviors
Kamalnotivz School of Education
Preventing School Failure: Alternative Education for Children and Youth
Effective instruction is a critical predictor of student achievement. As students with exceptionalities such as emotional and behavioral disorders and learning disabilities, who typically struggle with academic achievement, spend increasing amounts of general education settings, the need for precise instructional behaviors becomes more imperative. The authors present the results of 1,197 systematic direct observations of teachers’ instructional behaviors and their effect on student engagement and disruption. Results indicate statistically significant correlations between teaching and student engagement and disruptions, although there is variability depending on the grade level (elementary school vs. high school). Limitations, implications, and directions for future practice are discussed.
classroom, engagement, feedback, instruction, opportunities to respond
Original CitationPreventing School Failure: Alternative Education for Children and Youth Vol. 58 , Iss. 4,2014
Scott, Terrance M.; Hirn, Regina G.; and Alter, Peter J.. Teacher Instruction as a Predictor for Student Engagement and Disruptive Behaviors (2014). Preventing School Failure: Alternative Education for Children and Youth. 58 (4), 193-200. 10.1080/1045988X.2013.78758 [article]. https://digitalcommons.stmarys-ca.edu/school-education-faculty-works/175