Keeping their attention: Classroom practices associated with behavioral engagement in first grade mathematics classes in China and the United States
文献类型：期刊论文
| 作者 | Lan, Xuezhao1; Ponitz, Claire Cameron1; Miller, Kevin F.1; Li, Su2 ; Cortina, Kai1; Perry, Michelle3; Fang, Ge2; X. Z. Lan
|
| 刊名 | EARLY CHILDHOOD RESEARCH QUARTERLY
 |
| 出版日期 | 2009-06-01 |
| 卷号 | 24期号:2页码:198-211 |
| 关键词 | Behavioral engagement Cross-cultural comparison First grade Mathematics instruction Chinese children |
| ISSN号 | 0885-2006 |
| 文献子类 | Article |
| 英文摘要 | This study investigated variation in students' behavioral engagement across mathematics classes in China and the United States. Student behavioral engagement was examined along with two aspects of the classroom (group size and teacher instructions given about classroom behavior). Video observational data were collected and coded over 1051 time intervals in 35-minute mathematics sessions in Chinese classrooms (n = 8) and comparable American classrooms (n = 7). Latent growth analyses revealed that overall, behavioral engagement declined over time, although the drop-off was dramatically sharper in American classrooms relative to Chinese classrooms. In addition, larger group size and the timing of teacher instructions (given before versus after the behavior) were significantly associated with increased engagement. This study revealed compelling cultural differences as well as patterns in student and teacher behaviors associated with students engaging in on-task behaviors in the classroom. Implications for ways to promote effective classroom behavior are discussed.; This study investigated variation in students' behavioral engagement across mathematics classes in China and the United States. Student behavioral engagement was examined along with two aspects of the classroom (group size and teacher instructions given about classroom behavior). Video observational data were collected and coded over 1051 time intervals in 35-minute mathematics sessions in Chinese classrooms (n = 8) and comparable American classrooms (n = 7). Latent growth analyses revealed that overall, behavioral engagement declined over time, although the drop-off was dramatically sharper in American classrooms relative to Chinese classrooms. In addition, larger group size and the timing of teacher instructions (given before versus after the behavior) were significantly associated with increased engagement. This study revealed compelling cultural differences as well as patterns in student and teacher behaviors associated with students engaging in on-task behaviors in the classroom. Implications for ways to promote effective classroom behavior are discussed. (C) 2009 Elsevier Inc. All rights reserved. |
| 学科主题 | 教育心理学 |
| 语种 | 英语 |
| WOS记录号 | WOS:000266857700008 |
| 公开日期 | 2011-08-22 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/5511]  |
| 专题 | 心理研究所_中国科学院心理研究所回溯数据库(1956-2010) |
| 通讯作者 | X. Z. Lan |
| 作者单位 | 1.Univ Michigan, Combined Program Educ & Psychol, Ann Arbor, MI 48109 USA 2.Chinese Acad Sci, Inst Psychol, Beijing 100101, Peoples R China 3.Univ Illinois, Urbana, IL USA |
| 推荐引用方式 GB/T 7714 | Lan, Xuezhao,Ponitz, Claire Cameron,Miller, Kevin F.,et al. Keeping their attention: Classroom practices associated with behavioral engagement in first grade mathematics classes in China and the United States[J]. EARLY CHILDHOOD RESEARCH QUARTERLY,2009,24(2):198-211. |
| APA | Lan, Xuezhao.,Ponitz, Claire Cameron.,Miller, Kevin F..,Li, Su.,Cortina, Kai.,...&X. Z. Lan.(2009).Keeping their attention: Classroom practices associated with behavioral engagement in first grade mathematics classes in China and the United States.EARLY CHILDHOOD RESEARCH QUARTERLY,24(2),198-211. |
| MLA | Lan, Xuezhao,et al."Keeping their attention: Classroom practices associated with behavioral engagement in first grade mathematics classes in China and the United States".EARLY CHILDHOOD RESEARCH QUARTERLY 24.2(2009):198-211. |
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来源：心理研究所
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