Keeping their attention: Classroom practices associated with behavioral engagement in first grade mathematics classes in China and the United States

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	Keeping their attention: Classroom practices associated with behavioral engagement in first grade mathematics classes in China and the United States
	Lan, Xuezhao 1; Ponitz, Claire Cameron 1; Miller, Kevin F.1; Li, Su2 ; Cortina, Kai 1; Perry, Michelle 3; Fang, Ge 2; X. Z. Lan
摘要	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.; 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. (C) 2009 Elsevier Inc. All rights reserved.
关键词	Behavioral engagement Cross-cultural comparison First grade Mathematics instruction Chinese children
学科领域	教育心理学
	2009-06-01
语种	英语
发表期刊	EARLY CHILDHOOD RESEARCH QUARTERLY
ISSN	0885-2006
卷号	24 期号:2 页码:198-211
期刊论文类型	Article
收录类别	SSCI
WOS记录号	WOS:000266857700008
引用统计	被引频次：58[WOS] [WOS记录] [WOS相关记录]
文献类型	期刊论文
条目标识符	http://ir.psych.ac.cn/handle/311026/5511
专题	中国科学院心理研究所回溯数据库(1956-2010)
通讯作者	X. Z. Lan
作者单位	1.Univ Michigan, Combined Program Educ & Psychol, Ann Arbor, MI 48109 USA 2.Chinese Acad Sci, Inst Psychol, Beijing 100101, Peoples R China 3.Univ Illinois, Urbana, IL USA
推荐引用方式 GB/T 7714	Lan, Xuezhao,Ponitz, Claire Cameron,Miller, Kevin F.,et al. Keeping their attention: Classroom practices associated with behavioral engagement in first grade mathematics classes in China and the United States[J]. EARLY CHILDHOOD RESEARCH QUARTERLY,2009,24(2):198-211.
APA	Lan, Xuezhao.,Ponitz, Claire Cameron.,Miller, Kevin F..,Li, Su.,Cortina, Kai.,...&X. Z. Lan.(2009).Keeping their attention: Classroom practices associated with behavioral engagement in first grade mathematics classes in China and the United States.EARLY CHILDHOOD RESEARCH QUARTERLY,24(2),198-211.
MLA	Lan, Xuezhao,et al."Keeping their attention: Classroom practices associated with behavioral engagement in first grade mathematics classes in China and the United States".EARLY CHILDHOOD RESEARCH QUARTERLY 24.2(2009):198-211.

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