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

Journal article

Keen, Deb, 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), pp. 293 - 310. https://doi.org/10.1007/s13384-011-0029-5
AuthorsKeen, Deb, Pennell, D., Muspratt, S. and Poed, S.
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.

KeywordsLearner engagement; Child engagement; Engagement measure; Teachers
Year2011
JournalAustralian Educational Researcher
Journal citation38 (3), pp. 293 - 310
PublisherSpringer Netherlands
ISSN0311-6999
Digital Object Identifier (DOI)https://doi.org/10.1007/s13384-011-0029-5
Scopus EID2-s2.0-80051975159
Page range293 - 310
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Place of publicationNetherlands
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