Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond
Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond
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提高学术参与度：提供回应机会并影响学生选择回应
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
K. A. Davis
中科院分区：
文献类型：
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作者：
C. Skinner;Danielle N. Pappas;K. A. Davis
虽然教育工作者经常为学生提供积极的学术回应的机会，但在许多情况下，学生不能或不愿回应。在这篇文章中，我们分析了学生没有反应的原因。提供了教育工作者可以用来防止不能做的问题的实用程序。不做的问题被概念化为选择行为。关于选择行为的应用和理论研究为旨在提高学生选择参与主动准确学术（AAA）响应的概率的建议提供了基础。这些程序可以提高技能发展和成就，同时减少与AAA响应不相容的不适当行为。学校心理学家可以在合作解决问题的初始阶段利用这些信息（例如，（二）帮助解决问题。然后，这种概念化可以指导评估和干预进程。© 2005 Wiley Periodicals，Inc.
Although educators often provide opportunities for students to engage in active academic responding, in many situations, students either cannot or will not respond. In the current article, we analyze the reasons students fail to respond. Practical procedures educators can use to prevent can’t do problems are provided. Won’t do problems are conceptualized as choice behaviors. Both applied and theoretical research on choice behavior provides the basis for recommendations designed to enhance the probability of students choosing to engage in active accurate academic (AAA) responding. Such procedures can increase skill development and achievement while decreasing inappropriate behaviors that are incompatible with AAA responding. School psychologists may utilize this information during the initial stages of collaborative problem solving (e.g., consultation) to help conceptualize problems. This conceptualization may then guide the assessment and intervention processes. © 2005 Wiley Periodicals, Inc.
在应用环境中进行强化：提前弄清楚什么是有效的。
影响因子：
22.4
作者：
Timberlake,W;Farmer-Dougan,VA
通讯作者：
Farmer-Dougan,VA