Exploring instructional differences and school performance in high-poverty elementary schools. Issue 1 (2nd January 2018)

• Record Type: Journal Article
• Authors: Hirn, Regina G.; Hollo, Alexandra; Scott, Terrance M.
• Is Part Of: Preventing school failure. Volume 62:Issue 1(2018)
• Page Start: 37
• Page End: 48
• Publication Date: 2018-01-02
• Subjects: Achievement gap -- effective instruction -- feedback -- multilevel modeling -- opportunity to respond; Problem children -- Education -- Periodicals; Children with disabilities -- Education -- Periodicals; School failure -- Periodicals; Education -- Periodicals; 371
• DOI: 10.1080/1045988X.2017.1329197
• Languages: English
• ISSNs: 1045-988X

Abstract

ABSTRACT: In the United States, federal funding under Title 1 is provided to schools to improve academic achievement for disadvantaged students. Many students attending schools eligible for Title 1 funding are from families in poverty and at risk for negative outcomes. Identifying instructional factors that mitigate this risk must be a priority for teachers and school administrators, especially in high-poverty schools. Active instruction that increases student engagement has long been identified as a critical element of academic achievement. The purpose of this study was to explore teachers' use of teacher behaviors representing active instruction (specifically, provision of opportunities to respond [OTR] and feedback) in 22 high- and low-performing Title 1 elementary schools. Results of multilevel modeling indicated that although school-level variance was limited, teachers varied in rates of group OTR and negative feedback across schools: teachers in high performing schools delivered higher rates of group OTR and lower rates of negative feedback. Implications for research and practice are discussed.