Classroom Teachers' Instructional Interactions with Students Who Are Exceptional, At Risk, and Typically Achieving

Jordan, Anne; Lindsay, Linda; Stanovich, Paula J.

doi:10.1177/074193259701800202

Cited by 75 publications

(61 citation statements)

References 19 publications

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“…This might suggest that some teachers are more inclined to use those attributions as explanations for student failure than other teachers. These results could support, or be supported by, studies that examined the differing perspectives that teachers hold about their responsibilities in dealing with low achieving students, the effect on the attributions they use and behaviour they show (Jordan and Kircaali-Iftar 1993;Jordan et al 1997). In these studies it has been concluded that some teachers are more likely to attribute failure to student ability and/or their families, than other teachers.…”

Section: Disussions and Implications For Research On Attributionsmentioning

confidence: 61%

“…In light of providing each student with an optimal learning environment it seems important that teachers are aware of the attributions they make for individual students and the consequences of these attributions for their student-directed behaviour. Teacher awareness of the learning needs of individual students is important (Tomlinson et al 2003;Jordan et al 1997), especially within the current educational climate of inclusion and the accompanying demand on teachers to address all individual students' learning needs (Ferguson 2008). This is even more important with regard to the needs of low achieving students who are struggling in class and who are most in need of adequate adaptation of student-directed teacher behaviour.…”

Section: Resultsmentioning

confidence: 99%

“…Jordan et al 2010;Lucas et al 2009;Poulou and Norwich 2000). In these studies claims are made about how teachers respond to their 'low achieving students', 'students at risk' or other types of students (see also Jordan et al 1997;Kerry and Kerry 1997). In studies on teacher attributions, teacher attribution is thus commonly researched on the teacher level (i.e., a between-teacher variable).…”

Section: Within-teacher Variance Of Attributionsmentioning

confidence: 99%

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Within-teacher variation of causal attributions of low achieving students

Jager

Denessen

2015

Soc Psychol Educ

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In teacher research, causal attributions of low achievement have been proven to be predictive of teachers' efforts to provide optimal learning contexts for all students. In most studies, however, attributions have been studied as a between-teacher variable rather than a within-teacher variable assuming that teachers' responses to low achievement are stable for different students in one classroom. To understand teachers' variation of their behaviour towards different low achieving students it would seem worthwhile to identify within-teacher variation of causal attributions. In this study, we analysed the within-teacher variance of attributions of 64 secondary school teachers. Analyses of attribution ratings for three low performing students per teacher showed that, in general, the amount of within-teacher variance was very large, although the within-teacher variance differed among attributions. It can be concluded that teachers' causal attributions of low performance should be investigated as within-teacher variables because they vary between low achieving students.

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Section: Disussions and Implications For Research On Attributionsmentioning

confidence: 61%

Section: Resultsmentioning

confidence: 99%

Section: Within-teacher Variance Of Attributionsmentioning

confidence: 99%

See 1 more Smart Citation

Within-teacher variation of causal attributions of low achieving students

Jager

Denessen

2015

Soc Psychol Educ

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“…These teachers try significant interventions prior to making referrals to special education, work with support personnel using a team-based approach, link assessment procedures with their curriculum and instructional methods, and have regular communication with parents. Interventionist teachers are accepting of the increasing classroom diversity resulting from changes in sociocultural conditions and educational policy, and they engage in more academic interactions with their students and are more persistent in actively assisting students to construct understanding (Jordan, Lindsay, & Stanovich, 1997). The P-I Questionnaire, developed from the P/I Interview for the present study, yields a mean score of teachers' ratings of their beliefs about their roles and their practices in working with integrated exceptional and at-risk students.…”

Section: Procedures and Methodsmentioning

confidence: 99%

“…Quality of instructional interactions. A classroom observation system was designed for the present study based on earlier work conducted by Jordan et al (1997). In that study the quality of instructional interaction was described in terms of three levels:…”

Section: Procedures and Methodsmentioning

confidence: 99%

Teacher Student Relationship

Vélez-van-Meerbeke

2011

Encyclopedia of Child Behavior and Development

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This paper describes the outcomes of a study that tested a path model designed to predict the quality of instructional interactions between teachers and students in 46 heterogeneous general elementary education classrooms in 14 schools. The quality of instruction interactions was measured for three groups of students, students with disabilities, students at-risk, and typically achieving students. Teachers who scored low on instructional interactions had no individual interactions with students beyond checking that they were on task. High scoring teachers engaged in significant amounts of individual discussions with students about the content and concepts of the lesson, often in prolonged interchanges. Predictors of the quality of instructional interactions were the reported level of collaboration occurring in the school and a composite measure of teacher attitudes and beliefs about the integration of students with special needs in general education classrooms. Predictors of the composite measure of teacher attitudes and beliefs toward integration were teacher efficacy and the teachers' perceptions of the amount of collaborative support received from resource teachers and teaching assistants in their classrooms. The report includes diagrams illustrating the model for predicting quality of instruction interactions in general education classrooms that include students with special needs. (Contains 17 references.) (Author/CR) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Abstract Toward a Framework for Predicting Effective Inclusion in GeneralIn this study we tested a path model designed to predict the quality of instructional interactions between teachers and students in heterogeneous general education classrooms. The path model tested in the present study is a revision of a model previously developed and tested by Stanovich and Jordan. Modifications were made to the Stanovich and Jordan model, and a new set of data collected in 46 elementary classrooms in 14 schools. The quality of instructional interactions was measured for three groups of students, exceptional, at-risk and typically-achieving. Predictors of the quality of instructional interactions were the reported level of collaboration occurring in the school and a composite measure of teacher attitudes and beliefs about the integration of students with special needs in general education classrooms. Predictors of the composite measure of teacher attitudes and beliefs toward integration were teacher efficacy and the teachers' perceptions of the amount of collaborative support received from resource teachers and teaching assistants in their classrooms.

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Understanding teacher responses to constructivist learning environments: Challenges and resolutions

Rosenfeld

2006

Sci. Ed.

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ABSTRACT:The research literature is just beginning to uncover factors involved in sustaining constructivist learning environments, such as Project-Based Learning (PBL). Our case study investigates teacher responses to the challenges of constructivist environments, since teachers can play strong roles in supporting or undermining even the best constructivist environments or materials. We were invited to work as mediators with a middle-school science staff that was experiencing conflicts regarding two learning environments, PBL (which was the school's "politically correct" learning environment) and traditional. With mediated group workshops, teachers were sensitized to their own and colleagues' individual learning differences (ILDs), as measured by two styles inventories (the LSI-Kolb, 1976; and the LCI-Johnston & Dainton, 1997). Using these inventories, a learning-environment questionnaire, field notes, and delayed interviews a year later, we found that there was a relationship between teachers' preferred styles, epistemological beliefs, and their preferred teaching environment. Moreover, when the participating teachers, including early-adopters and nonvolunteers to PBL, became more sensitive to their colleagues' preferences, many staff conflicts were resolved and some mismatched teachers expressed more openness to PBL. We argue that having teachers understand their own ILDs and related responses to constructivist learning environments can contribute to resolving staff conflicts and sustaining such environments. We present a cognitive model and a strategy which illustrate this argument.C

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Classroom Teachers' Instructional Interactions with Students Who Are Exceptional, At Risk, and Typically Achieving

Cited by 75 publications

References 19 publications

Within-teacher variation of causal attributions of low achieving students

Within-teacher variation of causal attributions of low achieving students

Teacher Student Relationship

Understanding teacher responses to constructivist learning environments: Challenges and resolutions

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