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Observed lesson structure during the first year of secondary education: Exploration of change and link with academic engagement
ARTICLE

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TATE Volume 28, Number 6, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study investigates whether lesson structure (LS) matters and which components are important for academic engagement during the first grade of secondary education. Data from videoed lessons of 10 Dutch and 12 Indonesian teachers analyzed using an observation protocol show that six LS components are found, that between class and over measurement variability in LS is evident, and that on average LS change is not a linear function of time. Class differences over time do exist and several personal and contextual characteristics affect LS. Links between LS (student work time, reviewing and introducing new content) and academic engagement are evident.

Citation

Maulana, R., Opdenakker, M.C., Stroet, K. & Bosker, R. (2012). Observed lesson structure during the first year of secondary education: Exploration of change and link with academic engagement. Teaching and Teacher Education: An International Journal of Research and Studies, 28(6), 835-850. Elsevier Ltd. Retrieved January 18, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2012.03.005

Keywords