The Effect of Teacher Request Styles on Engagement of Culturally Linguistically Diverse Exceptional Students

Autor/in	Abou-Rjaily, Kathleen
Titel	The Effect of Teacher Request Styles on Engagement of Culturally Linguistically Diverse Exceptional Students
Quelle	(2019), (291 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northern Arizona University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3922-7559-7
Schlagwörter	Hochschulschrift; Dissertation; Learner Engagement; Interpersonal Communication; Questioning Techniques; Cultural Differences; Language Usage; Student Needs; Teaching Styles; Student Attitudes; Elementary School Teachers; Elementary School Students; Grade 5; Student Characteristics + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Interpersonale Kommunikation; Befragungstechnik; Fragetechnik; Kultureller Unterschied; Sprachgebrauch; Lehrstil; Unterrichtsstil; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	High school graduation rates for students who are culturally and linguistically diverse and exceptional (CLDE) lag behind their peers (Civic Enterprises, 2017). Solutions for increasing the academic achievement of students who are CLDE call for their increased engagement through a rigorous curriculum, maximizing time on task, and fostering positive teacher-student relationships (Duffy & Elwood, 2013; Pianta, Hamre, & Allen, 2012; Skinner & Pitzer, 2012).Teachers are the facilitators for increasing student engagement through conversations and questions. Questioning is the most widely used technique in the classroom for processing learning and cuing students (Crowe & Stanford, 2010; Marzano, Pickering & Pollack, 2005). The cultural and linguistic backgrounds of students may contribute to their difficulty with interpreting language forms, like indirect questions, that are used frequently in school-based settings (Crowe & Stanford, 2010). In addition, the cultural and linguistic norms of engagement for CLDE students may be different from classroom norms. This multiple case study explores how teachers determine when students who are CLDE are disengaged. It also describes how their style of requests affects engagement, as well as how teachers modify their style of requests to increase engagement. Student perceptions regarding teacher moves for promoting engagement are also explored. Eight classroom teachers in upper elementary classrooms participated in individual, semi-structured interviews regarding their perceptions of engagement and disengagement, as well as the strategies they use to engage students. Two fifth grade teachers were chosen as case studies. Five observations lasting up to 60 minutes each were conducted in each of their classrooms over a 2-month period. Following the observations, five students from each of their classrooms were interviewed regarding their perceptions of observed teacher moves. Data from interviews and observations were condensed to reflect a combination of emerging and predetermined codes for components of engagement, teacher style of questioning, and perceptions of participants. Findings yielded common themes across teacher and student participants with respect to their views of engagement, disengagement, and effective strategies for re-engagement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01