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The differential influence of instructional context on the academic engagement of students with behavior problems

Authors
Journal
Teaching and Teacher Education
0742-051X
Publisher
Elsevier
Publication Date
Volume
24
Issue
7
Identifiers
DOI: 10.1016/j.tate.2008.02.019
Keywords
  • Elementary
  • Behavior Problems
  • Teacher Instructional Practices
  • On-Task Behavior
  • Direct Observational Methods
Disciplines
  • Ecology
  • Geography

Abstract

Abstract The teacher–student interactions of 39 students exhibiting high externalizing behavior problems and 59 students exhibiting average behavioral adjustment from urban elementary schools were directly observed. Comparisons between these students within four different instructional contexts indicated that levels of student engagement were significantly related to both behavior and classroom context. Although teachers’ use of behavioral management strategies was minimal, it was significantly related to the type of instructional context in which it occurred. Findings are discussed in terms of how different instructional contexts place unique demands and offer distinct affordances for students with behavior problems. A more comprehensive understanding of the influence of these environmental contexts can allow teachers to scaffold task demands to bring them within the domains of the student's ability.

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