Teacher-Delivered Strategies to Increase Students' Opportunities to Respond: A Systematic Methodological Review

被引:31
作者
Common, Eric Alan [1 ]
Lane, Kathleen Lynne [2 ]
Cantwell, Emily D. [2 ]
Brunsting, Nelson C. [3 ]
Oakes, Wendy Peia [4 ]
Germer, Kathryn Ann
Bross, Leslie Ann [2 ]
机构
[1] Univ Michigan, Flint, MI 48502 USA
[2] Univ Kansas, Lawrence, KS 66045 USA
[3] Wake Forest Univ, Winston Salem, NC 27101 USA
[4] Arizona State Univ, Tempe, AZ USA
关键词
opportunities to respond; active student responding; choral responding; response cards; evidence-based practice; MIDDLE SCHOOL STUDENTS; DIFFERENCE EFFECT SIZE; ACADEMIC-ACHIEVEMENT; TASK BEHAVIOR; CARDS; PARTICIPATION; CLASSROOM; INTERVENTION; METAANALYSIS; PERFORMANCE;
D O I
10.1177/0198742919828310
中图分类号
B849 [应用心理学];
学科分类号
040203 ;
摘要
We conducted this systematic review to map the literature and classify the evidence-based status of teacher-directed strategies to increase students' opportunities to respond (OTR) during whole-group instruction across the K-12 continuum. Specifically, we conducted this review to determine whether OTR could be classified as an evidence-based practice according to Council for Exceptional Children's Standards for Evidence-Based Practices in Special Education. We examined the extent to which 21 included studies addressed quality indicators and evidence-based practice standards using a modified, weighted criterion for methodologically sound studies. Three studies met all eight quality indicators and 11 studies met or exceeded 80% of quality indicators following a weighted criterion to define methodologically sound studies. Results indicated teacher-directed OTR strategy of response cards in K-12 school settings to be a potentially evidence-based practice. Educational implications, limitations, and future directions are discussed.
引用
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页码:67 / 84
页数:18
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