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
Authors | Keen, Deb, Pennell, D., Muspratt, S. and Poed, S. |
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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. |
Keywords | Learner engagement; Child engagement; Engagement measure; Teachers |
Year | 2011 |
Journal | Australian Educational Researcher |
Journal citation | 38 (3), pp. 293 - 310 |
Publisher | Springer Netherlands |
ISSN | 0311-6999 |
Digital Object Identifier (DOI) | https://doi.org/10.1007/s13384-011-0029-5 |
Scopus EID | 2-s2.0-80051975159 |
Page range | 293 - 310 |
Research Group | School of Education |
Publisher's version | File Access Level Controlled |
Place of publication | Netherlands |
https://acuresearchbank.acu.edu.au/item/8qq0y/teacher-self-report-on-learner-engagement-strategies-in-the-early-years-classroom
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