Teacher Instruction as a Predictor for Student Engagement and Disruptive Behaviors

References

• Brophy, J.E. (1986). Teacher influences on student achievement. American Psychologist, 4, 1069–1077. doi:10.1037/0003-066X.41.10.1069
   Google Scholar
• Cameron, J., & Pierce, W.D. (2002). Rewards and intrinsic motivation: Resolving the controversy. Westport, CT: Bergin and Garvey.
   Google Scholar
• Farbman, D., & Kaplan, C. (2005). Time for a change: The promise of extended-time schools for promoting student achievement. Boston, MA: Massachusetts 2020.
   Google Scholar
• Foley, R.M., & Epstein, M. (1992). Correlates of the academic achievement of adolescents with behavioral disorders. Behavioral Disorders, 18, 9–17. Retrieved from http://www.ccbd.net/publication/behavioraldisorders
   Google Scholar
• Furlong, M.J., Morrison, G.M., & Dear, J.D. (1994). Addressing school violence as part of schools’ educational mission. Preventing School Failure, 38, 10–17. . doi:1045988X9512191241
   Google Scholar
• Glathorn, A.A. (1993). Secondary English classroom environments. In J. Flood (Ed.), Handbook of research on teaching the English language arts (2nd ed., pp. 512–531). Mahwah, NJ: Erlbaum.
   Google Scholar
• Gleason, M., Carnine, D., & Boriero, D. (1990). Improving CAI effectiveness with attention to instructional design in teaching story problems to mildly handicapped students. Journal of Special Education Technology, 10, 129–136.
   Google Scholar
• Good, T.L. (1984). Teacher effects. In making our schools more effective: Proceedings of three state conferences. Columbia: University of Missouri.
   Google Scholar
• Gunter, P.L., Denny, R.K., Jack, S.L., Shores, R.E., & Nelson, C.M. (1993). Aversive stimuli in academic interactions between students with serious emotional disturbance and their teachers. Behavioral Disorders, 18, 265–274.
   Google Scholar
• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge Press.
   Google Scholar
• Haydon, T., Conroy, M., Scott, T.M., Sindelar, P., Barber, B.R., & Orlando, A. (2010). Comparison of three types of opportunities to respond on student academic and social behaviors. Journal of Emotional and Behavioral Disorders, 18, 27–40. doi:10.1177/1063426609333448
   Web of Science ®Google Scholar
• Hemmeter, M.L., Santos, R.M., & Ostrosky, M.M. (2008). Preparing early childhood Educators to address young children's social-emotional development and challenging behavior. Journal of Early Intervention, 30, 321–340. doi:10.1177/1053815108320900
   Web of Science ®Google Scholar
• Kavale, K.A., & Mostert, M.P. (2004). Social skills interventions for individuals with learning disabilities. Learning Disability Quarterly, 27, 31–43.
   Web of Science ®Google Scholar
• Lane, K., Carter, W., Pierson, M., & Glaeser, B. (2006). Academic, social, and behavioral characteristics of high school students with emotional disturbances or learning disabilities. Journal of Emotional & Behavioral Disorders, 14, 108–117.
   Web of Science ®Google Scholar
• McLeskey, J., Henry, D., & Hodges, D. (1999). Inclusion: What progress is being made across disability categories? Teaching Exceptional Children, 31, 60–64.
   Google Scholar
• Nelson, J.R., Benner, G.J., Lane, K., & Smith, B.W. (2004). Academic achievement of K–12 students with emotional and behavioral disorders. Exceptional Children, 71, 59–73.
   Web of Science ®Google Scholar
• Reid, R., Gonzalez, J.E., Nordness, P.D., Trout, A., & Epstein, M.H. (2004). A meta-analysis of the academic status of students with emotional/behavioral disturbance. Journal of Special Education, 38, 130–143. doi:10.1177/00224669040380030101
   Web of Science ®Google Scholar
• Rose, L.C., & Gallup, A.M. (2004). The 36th annual Phi Delta Kappan/Gallup Poll of the public's attitudes toward the public schools. Phi Delta Kappan, 86, 41–52.
   Web of Science ®Google Scholar
• Rosenshine, B. (1976). Recent research on teaching behaviors and student achievement. Journal of Teacher Education, 27, 61–64. doi:10.1177/002248717602700115
   Web of Science ®Google Scholar
• Rosenshine, B. (1979). Content, time and direct instruction. In P.L. Peterson & H.J. Walberg (Eds.), Research on teaching: Concepts, findings and implications (pp. 28–56). Berkeley, CA: McCutchan.
   Google Scholar
• Rosenshine, B., & Berliner, D.C. (1978). Academic engaged time. British Journal of Teacher Education, 4, 3–16. doi:10.1080/0260747780040102
   Web of Science ®Google Scholar
• Rosenshine, B., & Stevens, R. (1986). Teaching functions. In M.C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 376–391). New York, NY: Macmillan.
   Google Scholar
• Safran, S.P., & Oswald, K. (2003). Positive behavior supports: Can schools reshape disciplinary practices? Exceptional Children, 69, 361–373.
   Web of Science ®Google Scholar
• Sawka, K.D., McCurdy, B.L., & Mannella, M.C. (2002). Strengthening emotional support services: An empirically based model for training teachers of students with behavior disorders. Journal of Emotional and Behavioral Disorders, 10, 223–232.
   Web of Science ®Google Scholar
• Sharpe, T., & Koperwas, J. (2003). Behavior and sequential analysis: Principles and practice. Thousand Oaks, CA: Sage.
   Google Scholar
• Shores, R.E., Gunter, P.L., & Jack, S.L. (1993). Classroom management strategies: Are they setting events for coercion? Behavioral Disorders, 18, 92–102.
   Google Scholar
• Shores, R.E., Jack, S.L., Gunter P.L., Ellis, D.N., DeBriere, T.J., & Wehby, J.H. (1994). Classroom interactions of children with behavior disorders. Journal of Emotional and Behavioral Disorders, 1, 27–39. doi:10.1177/106342669300100106
   Google Scholar
• Sprague, J., & Walker, H. (2000). Early identification and intervention for youth with antisocial and violent behavior. Exceptional Children, 66, 367–379.
   Web of Science ®Google Scholar
• Sprague, J., Walker, H., Stieber, S., Simonsen, B., Nishioka, V., & Wagner, L. (2001). Exploring the relationship between school discipline referrals and delinquency. Psychology in the Schools, 38, 197–206. doi:10.1002/pits.1010
   Web of Science ®Google Scholar
• Stichter, J.P., Lewis, T.J., Whitaker, T.A., Richter, M., Johnson, N.W., & Trussell, R.P. (2009). Assessing teacher use of opportunities to respond and effective classroom management strategies. Journal of Positive Behavior Interventions, 11, 68–81.
   Web of Science ®Google Scholar
• Sutherland, K.S. (2000). Promoting positive interactions between teachers and students with emotional/behavioral disorders. Preventing School Failure, 44, 110–115. doi:10.1080/10459880009599792
   Google Scholar
• Sutherland, K.S., Alder, N., & Gunter, P.L. (2003). The effect of increased rates of opportunities to respond on the classroom behavior of students with emotional/behavioral disorders. Journal of Emotional and Behavioral Disorders, 11, 239–248. doi:10.1177/10634266030110040501
   Web of Science ®Google Scholar
• Sutherland, K.S., & Singh, N.N. (2004). Learned helplessness and students with emotional or behavioral disorders: Deprivation in the classroom. Behavioral Disorders, 29, 169–181.
   Web of Science ®Google Scholar
• Sutherland, K.S., Wehby, J.H., & Yoder, P. (2002). Examination of the relationship between teacher praise and opportunities for students with EBD to respond to academic requests. Journal of Emotional and Behavioral Disorders, 10, 5–13. doi:10.1177/106342660201000102
   Web of Science ®Google Scholar
• Tapp, J., Wehby, J.H., & Ellis, D.N. (1992). A Multiple Option Observation System for Experimental Studies—MOOSES. Nashville, TN: Vanderbilt University.
   Google Scholar
• Tremblay, R.E., Mass, L.C., Pagani, L., & Vitaro, F. (1996). From childhood physical aggression to adolescent maladjustment: The Montreal Prevention Experiment. In R.D. Peters & R.J. MacMahon (Eds.), Preventing childhood disorders, substance abuse and delinquency (pp. 268–298). Thousand Oaks, CA: Sage.
   Google Scholar
• Vaughn, S., Zaragoza, N., Hogan, A., & Walker, J. (1993). A four-year longitudinal investigation of the social skills and behavior problems of students with learning disabilities. Journal of Learning Disabilities, 26, 404–412. doi:10.1177/002221949302600606
   PubMed Web of Science ®Google Scholar
• Wagner, M., Kutash, K., Duchnowski, A.J., Epstein, M.H., & Sumi, W.C. (2005). The children and youth we serve: A national picture of the characteristics of students with emotional disturbances receiving special education. Journal of Emotional and Behavioral, 13, 79–96. doi:10.1177/10634266050130020201
   Web of Science ®Google Scholar
• Wasik, B.H., & Loven, M.D. (1980). Classroom observational data: Sources of inaccuracy and proposed solutions. Behavioral Assessment, 2, 211–227.
   Google Scholar
• Zabel, R.H., & Zabel, M.K. (2002). Burnout among special education teachers and perceptions of support. Journal of Special Education Leadership, 15, 67–73.
   Google Scholar