Teaching practices and student engagement in early adolescence: A longitudinal study using the Classroom Assessment Scoring System. (March 2020)

• Record Type: Journal Article
• Authors: McKellar, Sarah E.; Cortina, Kai S.; Ryan, Allison M.
• Is Part Of: Teaching and teacher education. Volume 89(2020)
• Publication Date: 2020-03
• Subjects: Engagement -- Adolescence -- Teachers -- Classroom observations; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2019.102936
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: Student engagement in schoolwork is crucial for positive academic adjustment, particularly during early adolescence. We investigated how observations of teaching practices predicted change in student behavioral and emotional engagement. In the fall, we examined teacher behavior in 54 fifth and sixth grade classrooms through external observers' reports of 11 dimensions of teachers' practices (Classroom Assessment Scoring System, CLASS). Students reported on their behavioral and emotional engagement in the fall and spring. We found quality feedback was the strongest predictor of behavioral engagement and regard for student perspective was the strongest emotional engagement. Our findings were more nuanced for what predicts behavioral engagement, as there is evidence that other teaching practices work in conjunction with quality feedback to predict behavioral engagement . Highlights: Quality Feedback was the strongest predictor of behavioral engagement. In addition to Quality Feedback, other practices matter for behavioral engagement. Regard for Student Perspective was the only predictor of emotional engagement. No gender and race differences were found among students for changes in engagement.