An examination of typical classroom context and instruction for students with and without behavioral disorders

SMC Author

Peter Alter

SMC Affiliated Work

1

Author Role

co-author

Status

Faculty

School

Kalmanovitz School of Education

Department

Teacher Education

Document Type

Article

Publication Date

2011

Publication / Conference / Sponsorship

Education and Treatment of Children

Description/Abstract

Classrooms are complex social systems in which teachers and students interact in a variety of ways across contexts. Of issue is both the nature and frequency of teachers' use of what typically are considered effective instructional practice and the typical manner in which students respond to different teacher behaviors. This study expands upon earlier research using direction observation and coding systems to take a snapshot of how classrooms typically operate and to analyze how teacher behaviors predict student success rates. Over 1000 observations of elementary and high school classrooms were conducted during instructional contexts and the data for both teacher and student behavior summarized for analysis. Descriptive data on specific frequency and duration outcomes are presented for teachers and students and possible interactions are discussed.

Scholarly

yes

Peer Reviewed

1

DOI

10.1353/etc.2011.0039

Volume

34

Issue

4

First Page

619

Last Page

641

Disciplines

Education

Original Citation

Scott, Terrence S., Alter, Peter J. & Hirn, Regina. (2011). An examination of typical classroom context and instruction for students with and without behavioral disorders. Education and Treatment of Children, 34(4) 619-641. 10.1353/etc.2011.0039.

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