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ERIC Number: EJ1070166
Record Type: Journal
Publication Date: 2014
Pages: 22
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-0748-8491
Descriptive Analysis of Teacher Instructional Practices and Student Engagement among Adolescents with and without Challenging Behavior
Hirn, Regina G.; Scott, Terrance M.
Education and Treatment of Children, v37 n4 p589-610 2014
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.
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A