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

Baker, Jean A.; Clark, Teresa P.; Maier, Kimberly S.; Viger, Steve

doi:10.1016/j.tate.2008.02.019

Cited by 59 publications

(50 citation statements)

References 53 publications

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“…Previous findings of active engagement for students with challenging behaviors average approximately 70% and range from 49% to 94% (Baker et aL, 2008;Hayling et aL, 2008;Hollowood et aL, 1994). The t-test analysis noted that active engagement observed in this study was significantly less than findings of approximately 70% active engagement in the research t (826) = -34.51, P < .001…”

Section: Comparison Of Findings With Research/recommendationscontrasting

confidence: 62%

“…Student engagement variables of disability status, social economic status and race/ethnicity further describe the differences in student engagement (Baker et aL, 2008;Tucker et aL, 2002). In addition, engagement is associated with positive student outcomes across learning environments.…”

Section: Teaching For Student Engagementmentioning

confidence: 97%

“…Student engagement with the teacher and content was found to occur less often with elementary students with challenging behaviors when compared with students exhibiting average behavioral abilities (Baker, Clark, Maier, & Viger, 2008). Passive engagement, time spent looking at the teacher but not reading, writing or speaking, has been reported about 42% of the observed time for elementary students with and without identified disabilities (Greenwood, Horton, & Utley, 2002).…”

Section: Student Behaviorsmentioning

confidence: 99%

“…Baker et al (2008) considered the percent of on task behavior for students with and without behavior challenges at the elementary level given differing instructional contexts; students with behavior challenges revealed a mean on task percentage between 3% and 45% lower for students with behavior challenges. The most significant difference in on task behavior occurred for students with challenging behaviors during direct instruction activities (45%), the least difference during small group instruction (3%).…”

Section: Student Behaviorsmentioning

confidence: 99%

“…Recommended rates of student engagement (active, passive or combined) are not available; however, a general understanding that student engagement level is a strong predictor of student achievement is evident in the research (Greenwood et aL, 2002;Tucker et aL, 2002). Previous research found general levels of student engagement for students exhibiting behavior concems between 49% and 94% in an instructional context (Baker et aL, 2008;Hayling et aL, 2008). When both active engagement and passive engagement variables are combined from observations the amount of total student engagement is about 75% of observed time.…”

Section: Findings and Relation To Previous Researchmentioning

confidence: 99%

See 4 more Smart Citations

An examination of teacher instruction and student engagement involving adolescents with and without challenging behavior.

Hirn¹

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Section: Comparison Of Findings With Research/recommendationscontrasting

confidence: 62%

Section: Teaching For Student Engagementmentioning

confidence: 97%

Section: Student Behaviorsmentioning

confidence: 99%

Section: Student Behaviorsmentioning

confidence: 99%

Section: Findings and Relation To Previous Researchmentioning

confidence: 99%

See 3 more Smart Citations

An examination of teacher instruction and student engagement involving adolescents with and without challenging behavior.

Hirn¹

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Social and Emotional Learning in Schools: From Programs to Strategies and commentaries

Jones¹,

Bouffard²

2012

Social Policy Report

443

347

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S chools are an important context for children's social and emotional development. In classrooms and other school settings, children and adolescents need to have skills such as managing negative emotions, being calm and focused, following directions, and navigating relationships with peers and adults. To build and support these skills, schools have widely adopted social and emotional learning (SEL) programs. When well-designed and well-implemented, SEL programs are associated with positive outcomes; however, effect sizes are generally modest even for the most promising interventions. This issue of Social Policy Report proposes that schools should take a new approach: integrating the teaching and reinforcement of SEL skills into their daily interactions and practices with students. It explains that research warrants a new perspective and highlights a range of new approaches and support strategies that are designed to be time-efficient, low-cost, and integrated with (rather than distracting from) academic curricula. These strategies are grounded in an organizing framework for SEL and a review of current programmatic approaches to SEL. They are introduced with a set of principles for creating better integration of SEL into educational practice and accompanied by recommendations about the role of policy.

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Classroom Peer Relationships and Behavioral Engagement in Elementary School: The Role of Social Network Equity

Cappella

Kim

Neal

et al. 2013

American J of Comm Psychol

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Applying social capital and systems theories of social processes, we examine the role of the classroom peer context in the behavioral engagement of low-income students (N = 80) in urban elementary school classrooms (N = 22). Systematic child observations were conducted to assess behavioral engagement among second to fifth graders in the fall and spring of the same school year. Classroom observations, teacher and child questionnaires, and social network data were collected in the fall. Confirming prior research, results from multilevel models indicate that students with more behavioral difficulties or less academic motivation in the fall were less behaviorally engaged in the spring. Extending prior research, classrooms with more equitably distributed and interconnected social ties—social network equity—had more behaviorally engaged students in the spring, especially in classrooms with higher levels of observed organization (i.e., effective management of behavior, time, and attention). Moreover, social network equity attenuated the negative relation between student behavioral difficulties and behavioral engagement, suggesting that students with behavioral difficulties were less disengaged in classrooms with more equitably distributed and interconnected social ties. Findings illuminate the need to consider classroom peer contexts in future research and intervention focused on the behavioral engagement of students in urban elementary schools.

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

Cited by 59 publications

References 53 publications

An examination of teacher instruction and student engagement involving adolescents with and without challenging behavior.

An examination of teacher instruction and student engagement involving adolescents with and without challenging behavior.

Social and Emotional Learning in Schools: From Programs to Strategies and commentaries

Classroom Peer Relationships and Behavioral Engagement in Elementary School: The Role of Social Network Equity

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