A Brief Review of Effective Teaching Practices That Maximize Student Engagement

References

• Alexander, K. L., Entwisle, D. R., & Dauber, S. L. (1993). First-grade classroom behavior: Its short- and long-term consequences for school performance. Child Development, 64, 801–814.
   PubMed Web of Science ®Google Scholar
• Alexander, K. L., Entwisle, D. R., & Horsey, C. S. (1997). From first grade forward: Early foundations of high school dropout. Sociology of Education, 70, 87–107.
   Web of Science ®Google Scholar
• Allen, J., Gregory, A., Mikami, A., Lun, J., Hamre, B., & Pianta, R. (2013). Observations of effective teacher–student interactions in secondary school classrooms: Predicting student achievement with the classroom assessment scoring system—secondary. School Psychology Review, 42, 76–98.
   PubMed Web of Science ®Google Scholar
• Apter, B., Arnold, C., & Swinson, J. (2010). A mass observation study of student and teacher behaviour in British primary classrooms. Educational Psychology in Practice, 26, 151–171.
   Google Scholar
• Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. New York, NY: Guilford Press.
   Google Scholar
• Baker, J. A. (1999). Teacher–student interaction in urban at-risk classrooms: Differential behavior, relationship quality, and student satisfaction with school. The Elementary School Journal, 100, 57–70.
   Web of Science ®Google Scholar
• Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• Beaman, R., & Wheldall, K. (2000). Teachers' use of approval and disapproval in the classroom. Educational Psychology, 20, 431–446.
   Google Scholar
• Blondal, K. S., & Adalbjarnardottir, S. (2012). Student disengagement in relation to expected and unexpected educational pathways. Scandinavian Journal of Educational Research, 56, 85–100.
   Web of Science ®Google Scholar
• Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51, 5–32.
   Web of Science ®Google Scholar
• Brophy, J. (1986). Teacher influences on student achievement. American Psychologist, 41, 1069–1077. doi:10.1037/0003-066X.41.10.1069
   Web of Science ®Google Scholar
• Brophy, J., & Good, T. (1986). Teacher behavior and student achievement. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed.). New York, NY: Macmillan.
   Google Scholar
• Cambron-Mccabe, N. H. (2002). Educational accountability in the USA: Focus on state testing. Education and the Law, 14, 117–126.
   Google Scholar
• Cameron, J., & Pierce, W. D. (1994). Reinforcement, reward, and intrinsic motivation: A meta-analysis. Review of Educational research, 64, 363–423.
   Web of Science ®Google Scholar
• Carnine, D. W. (1976). Effects of two teacher-presentation rates on off-task behavior, answering correctly, and participation. Journal of Applied Behavior Analysis, 9, 199–206.
   PubMed Web of Science ®Google Scholar
• Chalk, K., & Bizo, L. (2004). Specific praise improves on-task behaviour and numeracy enjoyment: A study of year four pupils engaged in the numeracy hour. Educational Psychology in Practice, 20, 335–351.
   Google Scholar
• Council for Exceptional Children. (1987). Academy for effective instruction: Working with mildly handicapped students. Reston, VA: Author.
   Google Scholar
• Craft, M., Alber, S., & Heward, W. (1998). Teaching elementary students with developmental disabilities to recruit teacher attention in a general education classroom: Effects on teacher praise and academic productivity. Journal of Applied Behavior Analysis, 31, 399–415.
   PubMed Web of Science ®Google Scholar
• Davis, L. L., & O'Neil, R. E. (2004). Use of response cards with a group of students with learning disabilities including those for whom English is a second language. Journal of Applied Behavior Analysis, 37, 219–222.
   PubMed Web of Science ®Google Scholar
• Dotterer, A. M., & Lowe, K. (2011). Classroom context, school engagement, and academic achievement in early adolescence. Journal of Youth and Adolescence, 40, 1649–1660.
   PubMed Web of Science ®Google Scholar
• Downer, J. T., Rimm-Kaufman, S. E., & Pianta, R. C. (2007). How do classroom conditions and children's risk for school problems contribute to children's behavioral engagement in learning? School Psychology Review, 36, 413–432.
   Web of Science ®Google Scholar
• Engelmann, S., & Carnine, D. (1991). Theory of instruction: Principles and applications. Eugene, OR: ADI Press.
   Google Scholar
• Epstein, M. H., Hallahan, D. P., & Kauffman, J. M. (1975). Implications of the reflectivity-impulsivity dimension for special education. Journal of Special Education, 9, 11–25.
   Web of Science ®Google Scholar
• Ferkis, M. A., Belfiore, P. J., & Skinner, C. H. (1997). The effects of response repetitions on sight word acquisition for students with mild disabilities. Journal of Behavioral Education, 7, 307–324.
   Google Scholar
• Finn, J. D. (1993). School engagement & students at risk. Buffalo, NY: U.S. Department of Education, National Center for Education Statistics.
   Google Scholar
• Fisher, D., Frey, N., & Lapp, D. (2011). Coaching middle-level teachers to think aloud improves comprehension instruction and student reading achievement. Teacher Educator, 46, 231–243.
   Google Scholar
• Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109.
   Web of Science ®Google Scholar
• Fry, P. (1983). Process measures of problem and non-problem children's classroom behavior: The influence of teacher behaviour variables. British Journal of Educational Psychology, 53, 79–88.
   PubMed Web of Science ®Google Scholar
• Gall, M. (1984). Synthesis of research on teachers' questioning. Educational Leadership, 42, 40–47.
   Web of Science ®Google Scholar
• Gardner, R., Heward, W. L., & Grossi, T. A. (1994). Effects of response cards on student participation and academic achievement: A systematic reapplication with inner-city students during whole-class science instruction. Journal of Applied Behavior Analysis, 27, 63–71.
   PubMed Web of Science ®Google Scholar
• Gregory, A., Allen, J. P., Mikami, A. Y., Hafen, C. A., & Pianta, R. C. (2014). Effects of a professional development program on behavioral engagement of students in middle and high school. Psychology in the Schools, 51, 143–163.
   PubMed Web of Science ®Google Scholar
• Hall, R., Lund, D., & Jackson, D. (1968). Effects of teacher attention on study behavior. Journal of Applied Behavior Analysis, 1, 1–12.
   PubMed Web of Science ®Google Scholar
• Harackiewicz, J. M., Barron, K. E., Tauer, J. M., & Elliot, A. J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94, 562–575.
   Web of Science ®Google Scholar
• Haston, W. (2007). Teacher modeling as an effective teaching strategy. Music Educators Journal, 93, 26–30. doi:10.1177/002743210709300414
   Google Scholar
• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
   Google Scholar
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81–112.
   Web of Science ®Google Scholar
• Haydon, T., Conroy, M. A., Scott, T. M., Sindelar, P. T., Barber, B. R., & Orlando, A. M. (2010). A comparison of three types of opportunities to respond on student academic and social behaviors. Journal of Emotional and Behavioral Disorders, 18, 27–40.
   Web of Science ®Google Scholar
• Haydon, T., Mancil, G. R., & Van Loan, C. (2009). Using opportunities to respond in a general education classroom: A case study. Education and Treatment of Children, 32, 267–278.
   Google Scholar
• Hollowood, T., Salisbury, C., Rainforth, B., & Palombaro, M. (1995). Use of instructional time in classrooms serving students with and without severe disabilities. Exceptional Children, 61, 242–252.
   Google Scholar
• Housand, A., & Reis, S. M. (2008). Self-regulated learning in reading: Gifted pedagogy and instructional settings. Journal of Advanced Academics, 20, 108–136. doi:10.4219/jaa-20080864
   Google Scholar
• Kamps, D. M., Dugan, E. P., Leonard, B. R., & Daoust, P. M. (1994). Enhanced small group instruction using choral responding and student interaction for children with autism and developmental disabilities. American Journal on Mental Retardation, 99, 60–73.
   PubMedGoogle Scholar
• Kazdin, A. (1973). The effect of vicarious reinforcement on attentive behavior in the classroom. Journal of Applied Behavior Analysis, 6, 71–78.
   PubMed Web of Science ®Google Scholar
• Kern, L., & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65–75. doi:10.1002/pits.20206
   Web of Science ®Google Scholar
• Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74, 262–273.
   PubMed Web of Science ®Google Scholar
• Ladd, G. W., & Dinella, L. M. (2009). Continuity and change in early school engagement: Predictive of children's achievement trajectories from first to eighth grade? Journal of Educational Psychology, 101, 190–206.
   PubMed Web of Science ®Google Scholar
• Lambert, M. C., Cartledge, G., Heward, W. L., & Lo, Y. (2006). Effects of response cards on disruptive behavior and academic responding during math lessons by fourth-grade urban students. Journal of Positive Behavior Intervention, 8, 88–99.
   Web of Science ®Google Scholar
• Lewis, T., Hudson, S., Richter, M., & Johnson, N. (2004). Scientifically supported practices in emotional and behavioral disorders: A proposed approach and brief review of current practices. Behavioral Disorders, 29, 247–259.
   Web of Science ®Google Scholar
• Madsen, C., Becker, W., & Thomas, D. (1968). Rules, praise, and ignoring: Elements of elementary classroom control. Journal of Applied Behavior Analysis, 1, 139–150.
   PubMed Web of Science ®Google Scholar
• Matheson, A., & Shriver, M. (2005). Training teachers to give effective commands: Effects on student compliance and academic behaviors. School Psychology Review, 34, 202–219.
   Web of Science ®Google Scholar
• Methe, S. A., & Hintze, J. M. (2003). Evaluating teacher modeling as a strategy to increase student reading behavior. School Psychology Review, 32, 617–623. doi:10.1177/1053451211430117
   Web of Science ®Google Scholar
• No Child Left Behind Act of 2001, Pub. L. No. 107–110, 20 U.S.C. 6301 (2002).
   Google Scholar
• Partin, T. C., Robertson, R. E., Maggin, D. M., Oliver, R. M., & Wehby, J. (2010). Using teacher praise and opportunities to respond to promote appropriate student behavior. Preventing School Failure, 54, 172–178.
   Google Scholar
• Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99, 83–98.
   Web of Science ®Google Scholar
• Pianta, R. C., Stuhlman, M. W., & Hamre, B. K. (2002). How schools can do it better: Fostering stronger connections between teachers and students. New Directions for Youth Development, 93, 91–107.
   PubMedGoogle Scholar
• Pisacreta, J., Tincani, M., Connell, J. E., & Axelrod, S. (2011). Increasing teachers' use of a 1:1 praise to behavior correction ratio to decrease student disruption in general education classrooms. Behavioral Interventions, 26, 243–260.
   Web of Science ®Google Scholar
• Redfield, D. L., & Rousseau, E. W. (1981). A meta-analysis of experimental research on teacher questioning behavior. Review of Educational Research, 51, 237–245.
   Web of Science ®Google Scholar
• Reinke, W., Lewis-Palmer, T., & Martin, E. (2007). The effect of visual performance feedback on teacher use of behavior-specific praise. Behavior Modification, 31, 247–263.
   PubMed Web of Science ®Google Scholar
• Rosen, L., O'Leary, S., Joyce, S., Conway, G., & Pfiffner, L. (1984). The importance of prudent negative consequences for maintaining the appropriate behavior of hyperactive students. Journal of Abnormal Child Psychology, 12, 581–604.
   PubMed Web of Science ®Google Scholar
• Rosenshine, B. (1976). Recent research on teaching behaviors and student achievement. Journal of Teacher Education, 27, 61–64.
   Web of Science ®Google Scholar
• Rosenshine, B. (1995). Advances in research on instruction. Journal of Educational Research, 88, 262–268.
   Web of Science ®Google Scholar
• Rosenshine, B., & Meister, C. (1992). The use of scaffolds for teaching higher-level cognitive strategies. Educational Leadership, 49, 26–33.
   Web of Science ®Google Scholar
• Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of Educational Research, 64, 479–530.
   Web of Science ®Google Scholar
• Sandholtz, J. H. (2011). Preservice teachers' conceptions of effective and ineffective teaching practices. Teacher Education Quarterly, 38, 27–47.
   Google Scholar
• Schutte, R., & Hopkins, B. (1970). The effects of teacher attention on following instructions in a Kindergarten class. Journal of Applied Behavior Analysis, 3, 117–122.
   PubMed Web of Science ®Google Scholar
• Scott, T. M., Anderson, C. M., & Alter, P. (2012). Managing classroom behavior using positive behavior supports. Upper Saddle River, NJ: Pearson Education.
   Google Scholar
• Seels, B., & Glasgow, Z. (1998). Making instructional design decisions. Upper Saddle River, NJ: Merrill.
   Google Scholar
• Silven, M., & Vaurus, M. (1992). Improving reading through thinking aloud. Learning and Instruction, 2, 69–88.
   Google Scholar
• Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351–380.
   Google Scholar
• Singh, K., Granville, M., & Dika, S. (2002). Mathematics and science achievement: Effects of motivation, interest, and academic engagement. Journal of Educational Research, 95, 323–332.
   Web of Science ®Google Scholar
• Sterling, R. M., Barbetta, P. M., Heward, W. L., & Heron, T. E. (1997). A comparison of active student response and on-task instruction on the acquisition and maintenance of health facts by fourth grade special education students. Journal of Behavioral Education, 7, 151–165.
   Google Scholar
• Sutherland, K. S., Alder, N., & Gunter, P. L. (2003). The effect of varying rates of opportunities to respond to academic requests on the classroom behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 11, 239–248.
   Web of Science ®Google Scholar
• Sutherland, K. S., & Wehby, J. H. (2001). The effect of self-evaluation on teaching behavior in classrooms for students with emotional and behavioral disorders. Journal of Special Education, 35, 161–171.
   Web of Science ®Google Scholar
• Sutherland, K. S., Wehby, J. H., & Copeland, S. (2000). Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 8, 2–8.
   Web of Science ®Google Scholar
• Svinicki, M. D. (2004). Learning and motivation in the postsecondary classroom. Bolton, MA: Anker Publishing.
   Google Scholar
• Thomas, D., Becker, W., & Armstrong, M. (1968). Production and elimination of disruptive classroom behavior by systematically varying teacher's behavior. Journal of Applied Behavior Analysis, 1, 35–45.
   PubMed Web of Science ®Google Scholar
• Tierno, M. J. (1996). Teaching as modeling: The impact of teacher behaviors upon student character formation. The Educational Forum, 60, 174–180.
   Google Scholar
• Trussell, R. (2008). Classroom universals to prevent problem behaviors. Intervention in School and Clinic 43, 179–185.
   Web of Science ®Google Scholar
• VanDeWeghe, R. (2006). Research matters: Deep modeling and authentic teaching: Challenging students or challenging students? The English Journal, 95, 84–88.
   Google Scholar
• Wang, M. T., & Holcombe, R. (2010). Adolescents' perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47, 633–662.
   Web of Science ®Google Scholar
• Watson, S. W., & Bradley, J. F. (2009). Modeling secondary instructional strategies in a teacher education class. Education, 130, 3–15.
   Google Scholar
• Wheatley, R., West, R., Charlton, C., Sanders, R., Smith, T., & Taylor, M. (2009). Improving behavior through differential reinforcement: A praise note system for elementary school students. Education and Treatment of Children, 32, 551–571.
   Google Scholar
• White, M. A. (1975). Natural rates of teacher approval and disapproval in the classroom. Journal of Applied Behavior Analysis, 8, 367–372.
   PubMed Web of Science ®Google Scholar
• Willingham, W. W., Pollack, J. M., & Lewis, C. (2002). Grades and test scores: Accounting for observed differences. Journal of Educational Measurement, 39, 1–37.
   Web of Science ®Google Scholar
• Winne, P. H. (1979). Experiments relating teachers' use of higher cognitive questions to student achievement. Review of Educational Research, 49, 13–49.
   Web of Science ®Google Scholar
• Wolery, M., Ault, M. J., Doyle, P. M., & Gast, D. L. (1992). Choral and individual responding during small group instruction: Identification of interactional effects. Education and Treatment of Children, 15, 289–309.
   Google Scholar
• Zimmerman, B. J., & Pike, E. O. (1972). Effects of modeling and reinforcement on the acquisition and generalization of question-asking behavior. Child Development, 43, 892–907.
   Web of Science ®Google Scholar