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ERIC Number: EJ1098235
Record Type: Journal
Publication Date: 2014
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1083-6470
Direct and Indirect Effects of Teacher Instruction and Feedback on Student Adaptive Help-Seeking in Upper-Elementary Literacy Classrooms
Neitzel, Carin; Davis, Dennis
Journal of Research in Education, v24 n1 p53-68 Spr-Sum 2014
Ninety-three fourth and fifth-grade students were observed once weekly for one semester during reading and writing instruction. A structured observational protocol was used to record information about instruction and feedback provided to these students by their teachers, as well as the students' participation, regulation, and self-instruction behaviors. A path analytic model was tested to investigate the direct and indirect effects of teacher instruction and feedback on student self-instructive information pursuits or adaptive help-seeking behaviors. The findings reveal that some aspects of teacher instruction and feedback influence student self-instructive information pursuits directly; however, the primary influence of teacher instruction occurs indirectly through effects on students' patterns of participation and monitoring. A student's personal pattern of participation and monitoring during teacher-directed instructional episodes was an important determinant of self-instructional information pursuits during independent literacy activities in the upper-elementary school classroom.
Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A