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Abstract
What teachers do and how students perform intersect, making teachers a critical factor for determining student success. When teachers use effective practices, they maximize the probability that students will be actively engaged in instruction. Student engagement is one of the most well-established predictors of achievement; when students are more engaged in academic instruction, they tend to have greater academic and social success. This article aims to review empirical literature in support of three evidence-based practices for maximizing student success. These practices include modeling desired academic and social behavior, providing opportunities to respond to curricular content, and providing academic and behavioral feedback.
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Notes on contributors
Kristin E. Harbour
Kristin E. Harbour is a doctoral candidate in the College of Education and Human Development at the University of Louisville. Her research focus centers on the development and implementation of instructional practices and interventions in mathematics that foster success for all students with an emphasis on students at-risk for mathematical failure.
Lauren L. Evanovich
Lauren L. Evanovich is a doctoral student in the College of Education and Human Development at the University of Louisville. Her research interests revolve around academic and behavioral interventions to improve outcomes for students with emotional and behavioral disorders.
Chris A. Sweigart
Chris A. Sweigart is a doctoral candidate in the College of Education and Human Development at the University of Louisville. His research interests include interventions to improve teacher practice, particularly to enhance the academic and social outcomes of students with learning and behavior disorders.
Lindsay E. Hughes
Lindsay E. Hughes is a doctoral student in the College of Education and Human Development at the University of Louisville. Her research interests involve academic and behavior interventions that improve outcomes for students with learning and behavior disabilities, focusing on teacher-student relationships.