Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Journal of Positive Behavior Interventions
This Article
Right arrow Full Text (PDF)
Right arrow All Versions of this Article:
1098300708326597v1
11/2/68    most recent
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Stichter, J. P.
Right arrow Articles by Trussell, R. P.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Assessing Teacher Use of Opportunities to Respond and Effective Classroom Management Strategies

Comparisons Among High- and Low-Risk Elementary Schools

Janine P. Stichter

University of Missouri, stichterj{at}missouri.edu

Timothy J. Lewis

University of Missouri

Tiffany A. Whittaker

University of Texas-Austin

Mary Richter

University of Missouri

Nanci W. Johnson

University of Missouri

Robert P. Trussell

University of Texas-El Paso

The importance of effective instruction on student academic and social achievement has been well documented. Strong classroom management and the use of high rates of opportunities to respond (OTR) have been two advocated classroom practices to positively impact student performance. This article presents an analysis of data collected across 35 general education classrooms in four elementary schools, assessing instructional variables associated with OTR. The relationship among OTR, measures of classroom management, and student work products was analyzed across Title and non-Title schools. Results indicate that teachers in the present study used components of OTR at rates similar to past research, but there were clear differences among Title I and non-Title schools. In addition, as teacher use of key instructional variables increased or decreased, other key variables posited as necessary by the literature often suffered. Implications for future research are discussed for students in high- and low-risk general education classrooms.

Key Words: effective instruction • at-risk students • classroom management

This version was published on April 1, 2009

Journal of Positive Behavior Interventions, Vol. 11, No. 2, 68-81 (2009)
DOI: 10.1177/1098300708326597
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?