Teacher self-report on learner engagement strategies in the early years classroom

Keen, D., Pennell, D., Muspratt, S. and Poed, S. (2011) Teacher self-report on learner engagement strategies in the early years classroom. Australian Educational Researcher, 38 3: 293-310. doi:10.1007/s13384-011-0029-5


Author Keen, D.
Pennell, D.
Muspratt, S.
Poed, S.
Title Teacher self-report on learner engagement strategies in the early years classroom
Journal name Australian Educational Researcher   Check publisher's open access policy
ISSN 0311-6999
2210-5328
Publication date 2011-08-01
Sub-type Article (original research)
DOI 10.1007/s13384-011-0029-5
Open Access Status Not Open Access
Volume 38
Issue 3
Start page 293
End page 310
Total pages 18
Place of publication Dordrecht, Netherlands
Publisher Springer Netherlands
Language eng
Subject 3304 Education
Formatted abstract
Effective engagement of young children in the classroom is a critical step toward achieving positive learning outcomes. The Learning and Engagement Questionnaire (LEQ) was developed by the first two authors to identify ways in which teachers strive to engage learners in the classroom. In this study, the factor structure of the LEQ is examined. Participants were 274 teachers of children in their first 3 years of formal schooling. An exploratory factor analysis was conducted and supported a five factor solution: Goal Directed Learning; Task Selection; Teacher Responsiveness; Intensive Teaching; and Planning the Learning Environment.
Keyword Child engagement
Engagement measure
Learner engagement
Teachers
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collection: School of Education Publications
 
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