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ERIC Number: EJ1161663
Record Type: Journal
Publication Date: 2018
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1045-988X
Exploring Instructional Differences and School Performance in High-Poverty Elementary Schools
Hirn, Regina G.; Hollo, Alexandra; Scott, Terrance M.
Preventing School Failure, v62 n1 p37-48 2018
In the United States, federal funding under Title 1 is provided to schools to improve academic achievement for disadvantaged students. Many students attending schools eligible for Title 1 funding are from families in poverty and at risk for negative outcomes. Identifying instructional factors that mitigate this risk must be a priority for teachers and school administrators, especially in high-poverty schools. Active instruction that increases student engagement has long been identified as a critical element of academic achievement. The purpose of this study was to explore teachers' use of teacher behaviors representing active instruction (specifically, provision of opportunities to respond [OTR] and feedback) in 22 high- and low-performing Title 1 elementary schools. Results of multilevel modeling indicated that although school-level variance was limited, teachers varied in rates of group OTR and negative feedback across schools: teachers in high performing schools delivered higher rates of group OTR and lower rates of negative feedback. Implications for research and practice are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I
Grant or Contract Numbers: N/A