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Keeping their attention: Classroom practices associated with behavioral engagement in first grade mathematics classes in China and the United States
Lan, Xuezhao1; Ponitz, Claire Cameron1; Miller, Kevin F.1; Li, Su2; Cortina, Kai1; Perry, Michelle3; Fang, Ge2; X. Z. Lan
2009-06-01
Source PublicationEARLY CHILDHOOD RESEARCH QUARTERLY
ISSN0885-2006
SubtypeArticle
Volume24Issue:2Pages:198-211
AbstractThis 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.
KeywordBehavioral engagement Cross-cultural comparison First grade Mathematics instruction Chinese children
Subject Area教育心理学
Indexed BySSCI
Language英语
WOS IDWOS:000266857700008
Citation statistics
Document Type期刊论文
Identifierhttp://ir.psych.ac.cn/handle/311026/5511
Collection中国科学院心理研究所回溯数据库(1956-2010)
Corresponding AuthorX. Z. Lan
Affiliation1.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
Recommended Citation
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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