TY - JOUR
T1 - Relations Between Instructional Practices and On-Task Behavior in Classrooms Serving American Indian Students
AU - McComas, Jennifer J.
AU - Downwind, Ida
AU - Klingbeil, David A.
AU - Petersen-Brown, Shawna
AU - Davidson, Katherine M.
AU - Parker, David C.
N1 - Publisher Copyright:
© 2017 Taylor & Francis Group, LLC.
PY - 2017/4/3
Y1 - 2017/4/3
N2 - Achievement disparities between American Indian students and non-American Indian peers are persistent and well documented. Student engagement is a promising target for intervention given its relation to academic achievement. This study investigated the relation between specific teacher practices (opportunities to respond [OTRs], praise, and reprimands) and classroom on-task behavior in an urban, public K–8 school that serves primarily American Indian students. OTRs and praise were positively associated with student on-task behavior, whereas reprimands were negatively associated with on-task behavior. Results from multilevel logistic regression indicated that OTRs significantly increased the likelihood that a classroom was highly on-task, whereas the reprimands significantly decreased the likelihood. Praise did not have a significant effect after controlling for the other variables in the model. Results are interpreted in a context of evidence-based instructional practices for increasing OTRs and praise, decreasing reprimands, and ultimately enhancing on-task behavior in an urban classrooms serving primarily American Indian youth.
AB - Achievement disparities between American Indian students and non-American Indian peers are persistent and well documented. Student engagement is a promising target for intervention given its relation to academic achievement. This study investigated the relation between specific teacher practices (opportunities to respond [OTRs], praise, and reprimands) and classroom on-task behavior in an urban, public K–8 school that serves primarily American Indian students. OTRs and praise were positively associated with student on-task behavior, whereas reprimands were negatively associated with on-task behavior. Results from multilevel logistic regression indicated that OTRs significantly increased the likelihood that a classroom was highly on-task, whereas the reprimands significantly decreased the likelihood. Praise did not have a significant effect after controlling for the other variables in the model. Results are interpreted in a context of evidence-based instructional practices for increasing OTRs and praise, decreasing reprimands, and ultimately enhancing on-task behavior in an urban classrooms serving primarily American Indian youth.
KW - American Indian students
KW - Instructional practices
KW - on-task behavior
UR - http://www.scopus.com/inward/record.url?scp=84994904500&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84994904500&partnerID=8YFLogxK
U2 - 10.1080/15377903.2016.1236308
DO - 10.1080/15377903.2016.1236308
M3 - Article
AN - SCOPUS:84994904500
SN - 1537-7903
VL - 33
SP - 89
EP - 108
JO - Journal of Applied School Psychology
JF - Journal of Applied School Psychology
IS - 2
ER -