ERIC Number: EJ1071771
Record Type: Journal
Publication Date: 2015-Sep
Abstractor: As Provided
Reference Count: 36
Student-Level Effects of Increased Teacher-Directed Opportunities to Respond
MacSuga-Gage, Ashley S.; Gage, Nicholas A.
Journal of Behavioral Education, v24 n3 p273-288 Sep 2015
Antecedent-based classroom management strategies, including teacher-directed opportunities to respond (TD-OTR), have been identified and studied in the literature, but the link between those practices and student outcomes is still developing. This study describes a within-subject interrupted time-series analysis of the relationship between increased TD-OTRs and student-level behavior and academic outcomes. Results indicate a statistically significant positive relationship between increased TD-OTRs and student academic engagement and disruptive behavior, but not academic achievement based a standardized progress monitoring measure. Limitations and future directions are noted.
Descriptors: Classroom Techniques, Teaching Methods, Responses, Teacher Role, Correlation, Student Behavior, Academic Achievement, Statistical Analysis, Statistical Significance, Learner Engagement, Behavior Problems
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A