Teacher and Student Behaviors in the Contexts of Grade-Level and Instructional Grouping

Abstract

Teacher behaviors such as providing frequent opportunities to respond and feedback are known to promote student engagement. In addition, contextual variables such as grade-level and instructional grouping may affect engagement. However, less is known about teacher behavior in these instructional contexts. This study aimed to examine active instruction and engagement across elementary, middle, and high schools using a large database of direct classroom observations. Additional analyses were conducted to examine teacher and student variables within and between instructional groupings in elementary schools. Results revealed that whole-group instruction was the most frequently used format regardless of grade level, but individual opportunities to respond and active engagement were significantly higher during small-group lessons. Exploratory analyses of subsets of observations indicated that (a) group size affected frequency and duration of discrete teacher and student behaviors and (b) relationships among variables varied by context.

Keywords:

• classroom context
• effective instruction
• instructional grouping
• student engagement
• teacher behavior

Additional information

Notes on contributors

Alexandra Hollo

Alexandra Hollo is a postdoctoral fellow at the University of Louisville. Her research interests include teachers' use of strategies to support students with language, learning, and behavioral disorders.

Regina G. Hirn

Regina G. Hirn is a project director and adjunct professor at the University of Louisville. Her current research interests include instructional strategies for students with learning disabilities and positive behavior supports for students with behavior disorders.