Search results for: Kelly Sean
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The author investigates the behavioral climate and teachers’ use of developmental instruction in predominantly black schools in three databases. The author concludes that consistent with prior research, teachers are much more likely to report incidences of problem behavior in predominantly Black schools. Consequently, the instructional environment in predominantly Black schools and classrooms is tailored somewhat to reduce classroom disruptions and maintain an orderly environment.
Updated: Jun. 01, 2010
This study is a review of research on the association between student engagement and activity structure. In interpreting the evidence, the authors focus on studies of classroom discourse—particularly studies of dialogic and scaffolding instruction, which illustrate variability in the effects of whole-class instruction on student engagement.The authors find no conclusive evidence of a link between whole-class instruction and disengagement among low-achieving students.
Updated: Mar. 16, 2009