ERIC Number: EJ1128352
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Relations between Instructional Practices and On-Task Behavior in Classrooms Serving American Indian Students
McComas, Jennifer J.; Downwind, Ida; Klingbeil, David A.; Petersen-Brown, Shawna; Davidson, Katherine M.; Parker, David C.
Journal of Applied School Psychology, v33 n2 p89-108 2017
Achievement disparities between American Indian students and non-American Indian peers are persistent and well documented. Student engagement is a promising target for intervention given its relation to academic achievement. This study investigated the relation between specific teacher practices (opportunities to respond [OTRs], praise, and reprimands) and classroom on-task behavior in an urban, public K-8 school that serves primarily American Indian students. OTRs and praise were positively associated with student on-task behavior, whereas reprimands were negatively associated with on-task behavior. Results from multilevel logistic regression indicated that OTRs significantly increased the likelihood that a classroom was highly on-task, whereas the reprimands significantly decreased the likelihood. Praise did not have a significant effect after controlling for the other variables in the model. Results are interpreted in a context of evidence-based instructional practices for increasing OTRs and praise, decreasing reprimands, and ultimately enhancing on-task behavior in an urban classrooms serving primarily American Indian youth.
Descriptors: American Indian Students, Achievement Gap, Learner Engagement, Correlation, Teaching Methods, Time on Task, Urban Schools, Reinforcement, Regression (Statistics), Prompting, Cues, Responses, Feedback (Response), Predictor Variables, Observation, Statistical Analysis, Teacher Behavior
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8
Authoring Institution: N/A
Grant or Contract Numbers: N/A