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Descriptive Analysis of Teacher Instructional Practices and Student Engagement Among Adolescents With and Without Challenging Behavior

Descriptive Analysis of Teacher Instructional Practices and Student Engagement Among Adolescents... EDUCATION AND TREATMENT OF CHILDREN Vol. 37, No. 4, 2014 Regina G. Hirn Terrance M. Scott University of Louisville Abstract The purpose of this descriptive study was to examine teacher and student behavior in high school classrooms that included at least one student identified with challenging behavior. Across two school years and within the content areas of math, reading/English, social studies, and science, student/ teacher dyads were directly observed in the typical classroom setting. Results are described in terms of overall teacher rates per minute and percentages of observed instructional practice. The degree to which teacher and student behaviors differed across students with and without challenging behaviors is described. Findings revealed relatively low rates of specific instructional practices, increased use of negative feedback for students with identified challenging behaviors, and variable levels of student engagement. Study limitations and areas for future research are discussed. ublic education provides instruction for approximately 49 million students (Aud, Fox & Kewal Ramani, 2010); however, public education is not without its challenges. Indicators from The Condition of Education 2010, an annual report describing development in United States education, noted more than 65% of students in the 8th grade performed at the basic or http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Treatment of Children West Virginia University Press

Descriptive Analysis of Teacher Instructional Practices and Student Engagement Among Adolescents With and Without Challenging Behavior

Education and Treatment of Children , Volume 37 (4) – Oct 16, 2014

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Publisher
West Virginia University Press
Copyright
Copyright © 2008 the Editorial Review Board, Education and Treatment of Children .
ISSN
1934-8924
Publisher site
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Abstract

EDUCATION AND TREATMENT OF CHILDREN Vol. 37, No. 4, 2014 Regina G. Hirn Terrance M. Scott University of Louisville Abstract The purpose of this descriptive study was to examine teacher and student behavior in high school classrooms that included at least one student identified with challenging behavior. Across two school years and within the content areas of math, reading/English, social studies, and science, student/ teacher dyads were directly observed in the typical classroom setting. Results are described in terms of overall teacher rates per minute and percentages of observed instructional practice. The degree to which teacher and student behaviors differed across students with and without challenging behaviors is described. Findings revealed relatively low rates of specific instructional practices, increased use of negative feedback for students with identified challenging behaviors, and variable levels of student engagement. Study limitations and areas for future research are discussed. ublic education provides instruction for approximately 49 million students (Aud, Fox & Kewal Ramani, 2010); however, public education is not without its challenges. Indicators from The Condition of Education 2010, an annual report describing development in United States education, noted more than 65% of students in the 8th grade performed at the basic or

Journal

Education and Treatment of ChildrenWest Virginia University Press

Published: Oct 16, 2014

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