Teacher Instructional Approaches and Student Engagement and Behavioral Responses During Literacy Instruction in a Juvenile Correctional Facility

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dc.authoridGagnon, Joseph Calvin/0000-0003-3266-5843
dc.contributor.authorGagnon, Joseph Calvin
dc.contributor.authorGurel, Sungur
dc.contributor.authorBarber, Brian R.
dc.contributor.authorHouchins, David E.
dc.contributor.authorLane, Holly B.
dc.contributor.authorMccray, Erica D.
dc.contributor.authorLambert, Richard G.
dc.date.accessioned2024-12-24T19:29:52Z
dc.date.available2024-12-24T19:29:52Z
dc.date.issued2024
dc.departmentSiirt Üniversitesi
dc.description.abstractTo address instructional challenges and poor academic outcomes of youth in juvenile correctional facilities (JCFs), we must understand how and why some teachers are effective and why students are responsive to instruction in these settings. We observed and coded teacher-student instructional interactions from 733 fifteen-minute classroom reading sessions for seven teachers and 40 students in a secure JCF school. We then applied a series of time-window sequential analytic procedures to assess connections between instructional approaches and teacher behaviors, and contingent student engagement and response behaviors. We also compared contingent probabilities for students with disabilities and students without disabilities. Across all students, our observations were characterized by larger proportions of passive student engagement. We also found a relatively low use of teacher praise. When teachers provided either directives or opportunities to respond, conditional probabilities for appropriate student responses were higher across students, particularly when directives were provided to students with disabilities. We discuss additional results and implications for research and practice.
dc.description.sponsorshipInstitute of Education Sciences (IES) [R324A080006]
dc.description.sponsorshipThe author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was conducted as part of Project LIBERATE, funded by the Institute of Education Sciences (IES), Award #R324A080006. The opinions expressed here are the authors' and do not necessar-ily represent those of IES or the U.S. Department of Education.
dc.identifier.doi10.1177/10634266241231976
dc.identifier.issn1063-4266
dc.identifier.issn1538-4799
dc.identifier.scopus2-s2.0-85186627983
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1177/10634266241231976
dc.identifier.urihttps://hdl.handle.net/20.500.12604/7288
dc.identifier.wosWOS:001173835800001
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSage Publications Inc
dc.relation.ispartofJournal of Emotional and Behavioral Disorders
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241222
dc.subjectjuvenile justice
dc.subjectteacher-student interactions
dc.subjectstudent engagement
dc.titleTeacher Instructional Approaches and Student Engagement and Behavioral Responses During Literacy Instruction in a Juvenile Correctional Facility
dc.typeArticle

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