An Examination of Typical Classroom Context and Instruction for Students with and without Behavioral Disorders

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  • Additional Information
    • Availability:
      West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
    • Peer Reviewed:
      Y
    • Source:
      23
    • Education Level:
      Elementary Education
      High Schools
    • Subject Terms:
      Student Behavior; Academic Achievement; Behavior Disorders; Classroom Techniques; Teaching Methods; Teacher Behavior; Educational Environment; Observation; Coding; Prediction; Elementary School Students; High School Students
    • ISSN:
      0748-8491
    • Abstract:
      Classrooms are complex social systems in which teachers and students interact in a variety of ways across contexts. Of issue is both the nature and frequency of teachers' use of what typically are considered effective instructional practice and the typical manner in which students respond to different teacher behaviors. This study expands upon earlier research using direction observation and coding systems to take a snapshot of how classrooms typically operate and to analyze how teacher behaviors predict student success rates. Over 1000 observations of elementary and high school classrooms were conducted during instructional contexts and the data for both teacher and student behavior summarized for analysis. Descriptive data on specific frequency and duration outcomes are presented for teachers and students and possible interactions are discussed. (Contains 3 figures and 1 table.)
    • Abstract:
      As Provided
    • Number of References:
      47
    • Publication Date:
      2012
    • Accession Number:
      EJ951816