The Effects of Information and Feedback on Teachers’ Classroom Behaviour and Students’ Academic Engaged Time
- 1 January 1989
- journal article
- research article
- Published by Taylor & Francis in Educational Psychology
- Vol. 9 (3), 167-184
- https://doi.org/10.1080/0144341890090301
Abstract
Research has shown a positive relationship between academic engaged time (AET), academic learning time (ALT) and student achievement. Previous work has reported a relatively non‐intrusive, cost‐effective method for increasing AET in the classroom involving the presentation of research information followed by feedback to teachers of students’ AET in their classes. This study aimed to replicate these findings in a primary school setting and to establish what effects the information plus feedback had on teachers’ instructional behaviours which have been found to correlate with students’ AET and ALT. In addition, we looked at the effects of more precise feedback based on students’ task difficulty measures. The results provided strong support for the utility and efficacy of information plus feedback as a method for increasing student AET and ALT and for enabling teachers to change their instructional behaviours in the direction of published research findings.Keywords
This publication has 11 references indexed in Scilit:
- Acceptability of Behavioral Interventions: A Review of the LiteratureSchool Psychology Review, 1987
- Helping Teachers Increase Student Academic Engagement RateBehavior Modification, 1985
- The Relative Influence of Time Variables on Primary Mathematics AchievementAustralian Journal of Education, 1984
- A SIMPLIFIED TIME‐SERIES ANALYSIS FOR EVALUATING TREATMENT INTERVENTIONSJournal of Applied Behavior Analysis, 1982
- Time and Learning: Implications for the Classroom TeacherThe Elementary School Journal, 1982
- DISTINGUISHING BETWEEN DISCRIMINATIVE AND MOTIVATIONAL FUNCTIONS OF STIMULIJournal of the Experimental Analysis of Behavior, 1982
- Changes over time in process measures of classroom behavior.Journal of Educational Psychology, 1981
- Allocated Academic Learning Time Revisited, or Beyond Time on TaskEducational Researcher, 1980
- Levels of Instructional Difficulty as Related to On-Task Behavior, Task Completion, and ComprehensionJournal of Learning Disabilities, 1978
- Academic engaged timeBritish Journal of Teacher Education, 1978