ERIC Number: EJ1161663
Record Type: Journal
Publication Date: 2018
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1045-988X
EISSN: N/A
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.
Descriptors: Academic Achievement, Feedback (Response), Hierarchical Linear Modeling, Elementary School Students, Poverty, Teacher Behavior, Teaching Methods, Federal Aid, Disadvantaged Schools, At Risk Students, Low Achievement, High Achievement, Achievement Gap, Instructional Effectiveness, Institutional Characteristics, Elementary Secondary Education, Educational Legislation, Federal Legislation
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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