Date on Master's Thesis/Doctoral Dissertation
12-2011
Document Type
Doctoral Dissertation
Degree Name
Ph. D.
Department (Legacy)
Department of Teaching and Learning
Committee Chair
Scott, Terry M.
Author's Keywords
Behavior; Adolescents; Opportunity to respond; Feedback
Subject
Teacher-student relationships; Interaction analysis in education; Problem youth--Education (Secondary)
Abstract
The interactions between teachers and students provide a venue for instructional delivery and ultimately student achievement in the school setting. However, not all students experience positive interactions with teachers in the typical classroom setting, especially those students exhibiting behavioral challenges. These students are observed with greater off task behavior and increased classroom disruptions when compared with their peers. This dissertation examined teacher and student behavior observed in a typical high school classroom exemplifying these interactions. Direct observations of students and teachers were conducted to answer several research questions addressing teacher behaviors: classroom instruction, opportunities to respond, and feedback to students and student behaviors: academic engagement within the classroom and rate of disruption during classroom instruction. Through analyses of observation findings, results are described, including a comparison within the context of previous research regarding teacher and student behaviors. Additionally, observations were considered for students identified with or without challenging behaviors. Findings revealed differences in teacher and student behaviors when students with challenging behaviors were compared with students without challenging behaviors. Study limitations and areas for future research are discussed.
Recommended Citation
Hirn, Regina Gilkey, "An examination of teacher instruction and student engagement involving adolescents with and without challenging behavior." (2011). Electronic Theses and Dissertations. Paper 621.
https://doi.org/10.18297/etd/621
