How Grade 1 Teachers Motivate Literate Activity by Their Students

By Kristen Bogner, Lisa M. Raphael, M. Pressley. 2002

108 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/deadc1a225813c22650b6a5be2432c24ccf6df77

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Roles of Instructional Practices and Motivation in Writing Performance (2007, background): “For example, Bogner et al. (2002) tried to identify the instructional practices that would motivate literacy engagement.”
A Validation of the Classroom Assessment Scoring System in Finnish Kindergartens (2010, background): “High instructional quality has been found to be associated with students’ classroom engagement (Bogner et al., 2002; Dolezal et al., 2003; Downer, Rimm-Kaufman, & Pianta, 2007; NICHD ECCRN, 2005; Wharton-McDonald et al., 1998), their academic outcomes (Hamre & Pianta, 2005; Howes et al.”
Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes (2010, background): “For young children, warm, positive classrooms that support children's autonomy and responsibility are associated with more engagement in learning ( Bogner, Raphael, & Pressley, 2002 ; Pianta, La Paro, et al, 2002 ; McWilliam, Scarborough, & Kim, 2003 ).”
How Do Classroom Conditions and Children's Risk for School Problems Contribute to Children's Behavioral Engagement in Learning? (2007, result): “This finding is mirrored by recent ethnographic work, which similarly found that elementary school teachers who offer more challenging, thoughtprovoking instructional opportunities tend to have students who are observed to be more behaviorally engaged (Bogner et al., 2002; Dolezal et al., 2003).”
Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction (2004, background): “On the other hand, it seems likely that the 25–30 instructional practices typical of outstanding teachers who have highly engaged students (Bogner et al., 2002) may not all be necessary for increasing the level of engagement of a majority of the students.”
A Day in Third Grade: A Large‐Scale Study of Classroom Quality and Teacher and Student Behavior (2005, background): “The typical third grader does not engage in a variety of learning experiences throughout the instructional day that include opportunities for higher-order thinking, analysis, or inference (Bogner et al., 2002; Dolezal et al., 2003), nor does instruction occur in small-group or cooperative settings.”
Scaffolding for Engagement in Elementary School Reading Instruction (2006, result): “Furthermore, the finding that the teachers of students in the two classes demonstrating greater reading comprehension gains implemented a greater number and variety of scaffolds during the lessons aligns with other research demonstrating that this is a characteristic of effective teachers (Bogner et”