Exploring Instructional Differences and School Performance in High-Poverty Elementary Schools

Autor/inn/en	Hirn, Regina G.; Hollo, Alexandra; Scott, Terrance M.
Titel	Exploring Instructional Differences and School Performance in High-Poverty Elementary Schools
Quelle	In: Preventing School Failure, 62 (2018) 1, S.37-48 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2017.1329197
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Schulleistung; Armut; Teacher behaviour; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Unterdurchschnittliche Leistung; Unterrichtserfolg; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01