Title

Teacher Instruction as a Predictor for Student Engagement and Disruptive Behaviors

SMC Author

Peter J. Alter

SMC Affiliated Work

1

Status

Faculty

School

Kalmanovitz School of Education

Department

Teacher Education

Document Type

Article

Publication Date

2014

Publication / Conference / Sponsorship

Preventing School Failure: Alternative Education for Children and Youth

Description/Abstract

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.

Keywords

classroom, engagement, feedback, instruction, opportunities to respond

Scholarly

yes

Peer Reviewed

1

DOI

10.1080/1045988X.2013.78758

Volume

58

Issue

4

First Page

193

Last Page

200

Disciplines

Education

Original Citation

Terrance M. Scott, Regina G. Hirn & Peter J. Alter. Teacher Instruction as a Predictor for Student Engagement and Disruptive Behaviors. Preventing School Failure: Alternative Education for Children and Youth Vol. 58 , Iss. 4, 2014. doi:10.1080/1045988X.2013.78758

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