Academic Engagement: Current Perspectives on Research and Practice

By C. Greenwood, Betty Horton, C. Utley. 2002

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Classroom observations of students with and without ADHD: Differences across types of engagement (2006, background): “Rates of academic engagement may be dependent upon the extent to which the instructional approaches of classroom teachers elicit such behavior from their students (Greenwood et al., 2002).”
How Do Classroom Conditions and Children's Risk for School Problems Contribute to Children's Behavioral Engagement in Learning? (2007, background): “, 2003) as well as elementary schools (Greenwood et al., 2002).”
Effects of Reciprocal Peer Tutoring and Self-Graphing on Reading Fluency and Classroom Behavior of Middle School Students With Emotional or Behavioral Disorders (2007, background): “While Greenwood, Horton, and Utley (2002) indicated that independent practice, similar to academic interactions characterized by both the baseline and follow-up phases of this study, was one of the best instructional practices for promoting academic engagement, it may not have as powerful an effect…”
Race Is Not Neutral: A National Investigation of African American and Latino Disproportionality in School Discipline (2011, background): “It seems likely that, in the face of multiple hypotheses, the disproportionate representation of students of color in school discipline is complex and multiply determined.”