Assessing Teacher Use of Opportunities to Respond and Effective Classroom Management Strategies: Comparisons among High- and Low-Risk Elementary Schools

Autor/inn/en	Stichter, Janine P.; Lewis, Timothy J.; Whittaker, Tiffany A.; Richter, Mary; Johnson, Nanci W.; Trussell, Robert P.
Titel	Assessing Teacher Use of Opportunities to Respond and Effective Classroom Management Strategies: Comparisons among High- and Low-Risk Elementary Schools
Quelle	In: Journal of Positive Behavior Interventions, 11 (2009) 2, S.68-81 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300708326597
Schlagwörter	Classroom Techniques; Elementary Schools; General Education; Elementary School Teachers; At Risk Students; Comparative Analysis; Teaching Methods; Student Participation; Elementary School Students; Academic Achievement; Social Development; Student Behavior; Behavior Modification; Positive Reinforcement; Classroom Environment; Classroom Communication + Suchen Sie Ihr Suchwort? Klassenführung; Elementary school; Grundschule; Volksschule; Allgemein bildendes Schulwesen; Allgemeinbildung; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulleistung; Soziale Entwicklung; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Klassenklima; Unterrichtsklima; Klassengespräch
Abstract	The importance of effective instruction on student academic and social achievement has been well documented. Strong classroom management and the use of high rates of opportunities to respond (OTR) have been two advocated classroom practices to positively impact student performance. This article presents an analysis of data collected across 35 general education classrooms in four elementary schools, assessing instructional variables associated with OTR. The relationship among OTR, measures of classroom management, and student work products was analyzed across Title and non-Title schools. Results indicate that teachers in the present study used components of OTR at rates similar to past research, but there were clear differences among Title I and non-Title schools. In addition, as teacher use of key instructional variables increased or decreased, other key variables posited as necessary by the literature often suffered. Implications for future research are discussed for students in high- and low-risk general education classrooms. (Contains 6 tables and 2 figures.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10