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ETD Abstract Container

Abstract Header

Increasing Student Engagement and Embedded Learning Opportunities in Early Literacy Instruction at an Urban Preschool through Teacher Instructional Support and Feedback

Haski, Heidi
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1336683142

Abstract Details

2012, PhD, University of Cincinnati, Education, Criminal Justice, and Human Services: School Psychology.
Using a combined multiple baseline and alternating treatments design across three classrooms, the present study examined the level of teacher support needed to increase student engagement and practice opportunities for academic skills. The study was conducted during circle time at an urban preschool. Teacher support included a sequence of professional development, feedback, and goal setting, and instructional support and intervention implementation for early phonological awareness skills. The instructional support was intensified over three phases. The last stage involved a comparison of two instructional techniques: choral responding and response cards in terms of their relative effects on student engagement and practice opportunities. Due to ceiling effects, data did not indicate any significant differences in the student active engagement corresponding to increases in instruction support or associated with choral responding or response card instructional techniques. Results for the rate of practice opportunities indicated a slight increase in rate across instructional support phases for 2 of the 3 classrooms, demonstrating greater increases in one class. Additionally, rates of practice opportunities remained similar across both choral responding and response card instructional strategies.
David Barnett, PhD (Committee Chair)
Anne Bauer, EdD (Committee Member)
Renee Oliver Hawkins, PhD (Committee Member)
97 p.
Educational Psychology
Professional Development; Preschool; Practice Opportunities; Active Engagement; Instructional Support; ;

Recommended Citations

Citations

  • Haski, H. (2012). Increasing Student Engagement and Embedded Learning Opportunities in Early Literacy Instruction at an Urban Preschool through Teacher Instructional Support and Feedback [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1336683142

    APA Style (7th edition)

  • Haski, Heidi. Increasing Student Engagement and Embedded Learning Opportunities in Early Literacy Instruction at an Urban Preschool through Teacher Instructional Support and Feedback. 2012. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1336683142.

    MLA Style (8th edition)

  • Haski, Heidi. "Increasing Student Engagement and Embedded Learning Opportunities in Early Literacy Instruction at an Urban Preschool through Teacher Instructional Support and Feedback." Doctoral dissertation, University of Cincinnati, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1336683142

    Chicago Manual of Style (17th edition)

ucin1336683142
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© 2012, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.