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ERIC Number: ED098225
Record Type: RIE
Publication Date: 1974-Nov
Pages: 139
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Relationship of Teacher Behavior and School Characteristics to Student Engagement. Technical Report No. 42.
Hess, Robert D.; Takanishi, Ruby
This two-phase study identifies the techniques used by teachers in their classrooms to arouse and maintain the attention and interest of their students (student engagement). During the first phase (reported in another document), 24 third- and fourth-grade teachers and their students in nine elementary schools in low-income communities were the subjects of an investigation examining the principal influences on student engagement including: (a) student characteristics; (b) contextual variables; (c) teacher attitudes toward open space, classroom organization, and control ideology; (d) global teacher strategies; and (e) specific teacher strategies. During the second phase, 15 teachers were observed in a single school, including grades K-6, that moved from self-contained classrooms to a new open-space building. Eight observations were made in each architectural condition. Major findings are that; (a) teacher behavior accounts for a large proportion of variance in student engagement; (b) specific and global teacher strategies are strongly related to level of engagement; (c) teacher attitudes are associated with level of engagement; (d) classroom architecture is not strongly related to level of engagement but is associated with the pattern of classroom organization and teacher-student interaction; (e) student characteristics have little or no correlation with engagement levels; (f) the pattern of classroom organization affects engagement and interacts with classroom architecture in its effects on student behavior; and (g) there is extreme variability in student and teacher behavior in the classroom. (Author)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Stanford Univ., CA. Stanford Center for Research and Development in Teaching.
Note: For related document, see ED 087 768