How Nine Third-Grade Teachers Motivate Student Academic Engagement

By Sara E. Dolezal, Lindsey Mohan Welsh, M. Pressley, Melissa M. Vincent. The Elementary school journal, 2003

190 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/fc644d696332829a857d1f733ac13b1dc8a2e91e

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Citations in the corpus

Classroom Effects on Children’s Achievement Trajectories in Elementary School (2008, background): “…with such thinking, there is indeed a body of evidence showing that the “proximal processes” of everyday interactions between teachers and children are indeed associated with children’s academic functioning (e.g., Burnett, 2003; Cameron et al., 2005; Dolezal et al., 2003; Howes et al., in press).”
How Do Classroom Conditions and Children's Risk for School Problems Contribute to Children's Behavioral Engagement in Learning? (2007, background): “These teachers have children in their classrooms who also demonstrate greater behavioral engagement in first-grade literacy activities (Bogner, Raphael, & Pressley, 2002) and third-grade tasks of learning (Dolezal et al., 2003).”
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, background): “…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 al., 2002; Dolezal et al., 2003).”
Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? (2005, background): “The value of intentional, focused interaction and feedback is not limited to reading, but appears to be a key component in other skill domains such as writing (Matsumura, Patthey-Chavez, Valdes, & Garnier, 2002) that may extend to cognition and higher order thinking (Dolezal et al., 2003).”
Student engagement as a function of environmental complexity in high school classrooms (2016, background): “…in ﬂ uencing student motivation, engagement, and learning, including a variety of both student and teacher perceptions, orientations, and beliefs (Dolezal et al., 2003), much of the knowledge amassed has little utility value to teachers, who might struggle to apply a variety of…”
Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes (2008, background): “Many other potentially motivating practices, such as teacher display of personal interest in books, book fairs, and incentive programs, that encourage teacher–student dialogue (Dolezal et al., 2003) warrant study and are not covered by this set.”
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.”
The First Days of School in the Classrooms of Two More Effective and Four Less Effective Primary-Grades Teachers (2004, result): “It is clear based on the work reported here and the previous work conducted by our group (e.g., Bogner et al., 2002; Dolezal et al., 2003; Pressley, Allington, et al., 2001; Pressley, Wharton-McDonald, et al., 2001; Wharton-McDonald et al., 1998) that excel-”
Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction (2004, background): “Third, motivational practices for reading in the classroom have been studied qualitatively (Dolezal et al., 2003) and observationally (Stipek, 2002) but have rarely been examined experimentally in classroom contexts as they were here.”