Relations Between Instructional Practices and On-Task Behavior in Classrooms Serving American Indian Students
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.
Journal of Applied School Psychology
McComas, J. J., Downwind, I., Klingbeil, D. A., Petersen-Brown, S., Davidson, K. M., Parker, D. C. (2017). Relations between instructional practices and on-task behavior in classrooms serving American Indian students. Journal of Applied School Psychology, 33(2), 89-108. doi. 10.1080/15377903.2016.1236308
Publisher's Copyright and Source
Copyright © 2017 Taylor and Francis Group, LLC. Article published by Taylor and Francis in Journal of Applied School Psychology, volume 33, issue number 2, 2017, pages 89-108. Available online: http://dx.doi.org/10.1080/15377903.2016.1236308