Empowering Teachers with Low-Intensity Strategies to Support Instruction: Within-Activity Choices in Third-Grade Math with Null Effects

Autor/inn/en	Ennis, Robin Parks; Lane, Kathleen Lynne; Oakes, Wendy Peia
Titel	Empowering Teachers with Low-Intensity Strategies to Support Instruction: Within-Activity Choices in Third-Grade Math with Null Effects
Quelle	39 (2018) 2, S.77-94 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/0741932517734634
Schlagwörter	Teaching Methods; Grade 3; Elementary School Mathematics; Elementary School Teachers; Faculty Development; Learner Engagement; Correlation; Intervention; Program Effectiveness; At Risk Students; Behavior Problems; Emotional Problems; Behavior Disorders; Screening Tests; Intelligence Tests; Rating Scales; Interpersonal Relationship; Feedback (Response); Student Motivation; Student Participation; Children; Systematic Screening for Behavior Disorders; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; School year 03; 3. Schuljahr; Schuljahr 03; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Korrelation; Screening-Verfahren; Intelligence test; Intelligenztest; Rating-Skala; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schulische Motivation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Child; Kind; Kinder
Abstract	Instructional choice is a low-intensity strategy that can improve academic engagement. In this study, we investigated the effects of within-activity choices offered during math by third-grade teachers to participating students with behavioral and academic needs. We utilized a professional development model to train teachers to implement instructional choice in the classroom while collecting direct observation data on student's academic engagement. Teachers were able to implement practices with high levels of integrity and collect momentary time sampling data on one student with high levels of reliability. Using a withdrawal design, we found no clear functional relation between instructional choice and increases in student's academic engagement. However, some students demonstrated an increase in level upon the introduction of the intervention. Both teachers and students rated the intervention goals, procedures, and outcomes as acceptable. Possible reasons for a lack of treatment effect on student academic engagement are discussed. [This paper was published in "Remedial and Special Education" (EJ1173893).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01