Assessing Teacher Use of Opportunities to Respond and Effective Classroom Management Strategies

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A Comparison of iPads and Worksheets on Math Skills of High School Students with Emotional Disturbance (2012, background): “…of active student responding [ASR], and corrective feedback) there is a correlation with high rates of attention and high levels of successful practice (Haydon et al., 2010; Moore-Partin et al., 232 / August 2012 Behavioral Disorders, 37 (4), 232–243 2010; Skinner, 2010; Stichter et al., 2009).”
Meaningful Practice (2017, background): “In the academic domain, some foundation skills include delivering high-quality questions with adequate pacing (Stichter et al., 2009) and correcting academic errors to increase student performance (Lignugaris/Kraft & Harris, 2014).”
The Relationship Between Teachers’ Implementation of Classroom Management Practices and Student Behavior in Elementary School (2018, methodology): “Furthermore, given recent reports of teacher behavior in classroom settings (e.g., Scott et al., 2011; Stichter et al., 2009), it is not surprising that two distinct classes of teachers (approximately 20% of total) with low rates of classroom management practices can be clearly identified.”
Performance Feedback and Teachers' Use of Praise and Opportunities to Respond: A Review of the Literature (2012, background): “Similar to praise statements, many children do not receive adequate OTRs, particularly those at greater risk for school failure (Stichter et al., 2009).”