Direct and Indirect Effects of Teacher Instruction and Feedback on Student Adaptive Help-Seeking in Upper-Elementary Literacy Classrooms

Autor/inn/en	Neitzel, Carin; Davis, Dennis
Titel	Direct and Indirect Effects of Teacher Instruction and Feedback on Student Adaptive Help-Seeking in Upper-Elementary Literacy Classrooms
Quelle	In: Journal of Research in Education, 24 (2014) 1, S.53-68 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1083-6470
Schlagwörter	Elementary School Students; Student Adjustment; Help Seeking; Grade 4; Grade 5; Reading Instruction; Writing Instruction; Feedback (Response); Elementary School Teachers; Student Participation; Student Behavior; Independent Study; Teacher Influence; Path Analysis; Literacy; Observation + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Leseunterricht; Schreibunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Student behaviour; Schülerverhalten; Selbststudium; Pfadanalyse; Alphabetisierung; Schreib- und Lesefähigkeit; Beobachtung
Abstract	Ninety-three fourth and fifth-grade students were observed once weekly for one semester during reading and writing instruction. A structured observational protocol was used to record information about instruction and feedback provided to these students by their teachers, as well as the students' participation, regulation, and self-instruction behaviors. A path analytic model was tested to investigate the direct and indirect effects of teacher instruction and feedback on student self-instructive information pursuits or adaptive help-seeking behaviors. The findings reveal that some aspects of teacher instruction and feedback influence student self-instructive information pursuits directly; however, the primary influence of teacher instruction occurs indirectly through effects on students' patterns of participation and monitoring. A student's personal pattern of participation and monitoring during teacher-directed instructional episodes was an important determinant of self-instructional information pursuits during independent literacy activities in the upper-elementary school classroom. (As Provided).
Anmerkungen	Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal@gmail.com; Web site: http://www.eeraorganization.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01