TY - JOUR
T1 - Keeping their attention
T2 - Classroom practices associated with behavioral engagement in first grade mathematics classes in China and the United States
AU - Lan, Xuezhao
AU - Ponitz, Claire Cameron
AU - Miller, Kevin F.
AU - Li, Su
AU - Cortina, Kai
AU - Perry, Michelle
AU - Fang, Ge
N1 - Funding Information:
This article is based upon work supported by National Science Foundation Grant 0089293. Any opinions, findings, and conclusions or recommendations expressed in this article are those of the authors and do not necessarily reflect the views of the National Science Foundation.
Copyright:
Copyright 2009 Elsevier B.V., All rights reserved.
PY - 2009/6
Y1 - 2009/6
N2 - 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.
AB - 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.
KW - Behavioral engagement
KW - Chinese children
KW - Cross-cultural comparison
KW - First grade
KW - Mathematics instruction
UR - http://www.scopus.com/inward/record.url?scp=65149101578&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=65149101578&partnerID=8YFLogxK
U2 - 10.1016/j.ecresq.2009.03.002
DO - 10.1016/j.ecresq.2009.03.002
M3 - Article
AN - SCOPUS:65149101578
SN - 0885-2006
VL - 24
SP - 198
EP - 211
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
IS - 2
ER -