An Examination of Typical Classroom Context and Instruction for Students With and Without Behavioral Disorders
An Examination of Typical Classroom Context and Instruction for Students With and Without Behavioral Disorders
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对有和没有行为障碍的学生的典型课堂环境和教学的检查
DOI：
10.1353/etc.2011.0039
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
Regina G. Hirn
中科院分区：
文献类型：
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作者：
T. M. Scott;Peter J. Alter;Regina G. Hirn
课堂是复杂的社会系统，教师和学生在不同的环境中以多种方式互动。问题在于教师使用通常被认为有效的教学实践的性质和频率，以及学生对不同教师行为做出反应的典型方式。这项研究扩展了早期研究，使用方向观察和编码系统来拍摄教室通常如何运作的快照，并分析教师行为如何预测学生的成功率。在教学环境中对小学和高中课堂进行了 1000 多次观察，并对教师和学生行为的数据进行了汇总分析。为教师和学生提供有关特定频率和持续时间结果的描述性数据，并讨论了可能的互动。
Classrooms are complex social systems in which teachers and students interact in a variety of ways across contexts. Of issue is both the nature and frequency of teachers' use of what typically are considered effective instructional practice and the typical manner in which students respond to different teacher behaviors. This study expands upon earlier research using direction observation and coding systems to take a snapshot of how classrooms typically operate and to analyze how teacher behaviors predict student success rates. Over 1000 observations of elementary and high school classrooms were conducted during instructional contexts and the data for both teacher and student behavior summarized for analysis. Descriptive data on specific frequency and duration outcomes are presented for teachers and students and possible interactions are discussed.