Engaging Instruction in Middle School Classrooms: An Observational Study of Nine Teachers

Autor/inn/en	Raphael, Lisa M.; Pressley, Michael; Mohan, Lindsey
Titel	Engaging Instruction in Middle School Classrooms: An Observational Study of Nine Teachers
Quelle	In: Elementary School Journal, 109 (2008) 1, S.61-81 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/592367
Schlagwörter	Grade 6; Middle Schools; Observation; Interviews; Middle School Teachers; Teaching Methods; Student Participation; Teacher Effectiveness; Grounded Theory; Teacher Behavior; Classroom Techniques + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Mittelschule; Mittelstufenschule; Beobachtung; Interviewing; Interviewtechnik; Middle schools; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher behaviour; Lehrerverhalten; Klassenführung
Abstract	Observations of instructional practices, teacher interviews, and classroom artifacts were collected in 9 sixth-grade classrooms in 2 middle schools to determine teaching practices associated with student engagement (i.e., being on task, doing thoughtful assignments). The teachers used a variety of instructional practices, with some teachers producing greater engagement than others. We classified 3 teachers as highly engaging (i.e., at least 90% of students were engaged at least 90% of the time), 4 teachers as moderately engaging (at least 50% of students engaged at least 50% of the time), and 2 teachers as low engaging (i.e., less than 50% of students engaged less than 50% of the time). Compared to the moderately engaging and low-engaging teachers, highly engaging teachers used many instructional practices that had the potential to encourage academic engagement (e.g., scaffolding, encouraging strategy use) and did nothing that might undermine engagement (e.g., expressing frustration, providing ineffective or unclear feedback). (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10