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Full-Text Articles in Education
Educational Practices In Kinesiology Inaugural Editorial, Jennifer Caputo, Katherine Clark, Samantha Johnson, Jessica Fleming, Astrid Mel, Mary Stenson
Educational Practices In Kinesiology Inaugural Editorial, Jennifer Caputo, Katherine Clark, Samantha Johnson, Jessica Fleming, Astrid Mel, Mary Stenson
Educational Practices in Kinesiology
None
Increasing Student Engagement Through Opportunities To Respond, Todd Whitney, Justin T. Cooper, Amy S. Lingo
Increasing Student Engagement Through Opportunities To Respond, Todd Whitney, Justin T. Cooper, Amy S. Lingo
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
The evidence for providing sufficient opportunities for students to respond (OTR) has been established in terms of increasing student engagement while decreasing disruptive behavior. Although proven to be effective, teachers are demonstrating low rates of OTR across all grade levels and instructional content areas. Given the potential benefits of increasing OTR, it is critical that teachers find ways to increase the provision of OTR during instruction. This article will discuss the research behind providing sufficient OTR, examine the rate of OTR teachers are providing in schools in relation to optimal rates suggested by research, and provide strategies for increasing OTR …
Crt Assessment Instrument, Janet L. Applin
Crt Assessment Instrument, Janet L. Applin
Kentucky Teacher Educator
The Culturally Responsive Teaching Assessment Instrument (CRT) is an observation instrument that was developed to assess teachers' use of culturally responsive teaching in applied classroom settings.
The Development Of The Culturally Responsive Teaching Assessment Instrument, Janet L. Applin
The Development Of The Culturally Responsive Teaching Assessment Instrument, Janet L. Applin
Kentucky Teacher Educator
This article is concerned with developing an instrument to assess Culturally Responsive Teaching. A study was conducted to explore the process of developing a valid and reliable CRT Assessment Instrument. Teaching behaviors widely accepted to indicate culturally responsive teaching were operationalized and an observation instrument was developed to assess teachers' use of culturally responsive teaching in applied classroom settings. Teachers were observed using the instrument and it was evaluated for its reliability and validity. Results of the study indicated that the instrument was found to have acceptable inter-rater reliability for approximately half of the indicators. The results supported the content …