ERIC Number: EJ1098235
Record Type: Journal
Publication Date: 2014
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1083-6470
EISSN: N/A
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.
Descriptors: Elementary School Students, Student Adjustment, Help Seeking, Grade 4, Grade 5, Reading Instruction, Writing Instruction, Feedback (Response), Elementary School Teachers, Student Participation, Student Behavior, Independent Study, Teacher Influence, Path Analysis, Literacy, Observation
Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal@gmail.com; Web site: http://www.eeraorganization.org
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