The Relationship between Teacher Behaviors and Student Academic Engagement in an Inner-City Preschool.

Autor/in	Ortiz, Camilo
Titel	The Relationship between Teacher Behaviors and Student Academic Engagement in an Inner-City Preschool.
Quelle	(1997), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Attention; Day Care Centers; Instructional Effectiveness; Performance Factors; Preschool Children; Preschool Curriculum; Preschool Education; Preschool Teachers; Teacher Behavior; Teacher Effectiveness; Teacher Influence; Time on Task; Urban Schools + Suchen Sie Ihr Suchwort? Schulleistung; Aufmerksamkeit; Day care centres; Hort; Unterrichtserfolg; Leistungsindikator; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Zeitaufwand; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This study examined whether teacher behaviors (such as teacher enthusiasm, level of lesson difficulty, teacher voice volume and inflection, teacher use of inquiries, and teacher use of positive feedback) were related to student academic engagement in an inner city day care center. Data were collected by videotaping 13 teachers and 94 ethnic minority children in the day care center. Analysis indicated that all five teacher behaviors were related to student academic engagement, although none of these correlations was statistically significant. Student academic engagement was also found to be significantly correlated with measures of emergent literary skills. Results suggest that educational researchers include engagement among their outcome variables, and that educators add fostering student engagement to the goal of increasing student academic achievement. (JPB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC