Abstract

This study investigates whether lesson structure (LS) matters and which components are important for academic engagement during the first grade of secondary education. Data from videoed lessons of 10 Dutch and 12 Indonesian teachers analyzed using an observation protocol show that six LS components are found, that between class and over measurement variability in LS is evident, and that on average LS change is not a linear function of time. Class differences over time do exist and several personal and contextual characteristics affect LS. Links between LS (student work time, reviewing and introducing new content) and academic engagement are evident.

Citation

Maulana, R., Opdenakker, M.C., Stroet, K. & Bosker, R. (2012). Observed lesson structure during the first year of secondary education: Exploration of change and link with academic engagement. Teaching and Teacher Education: An International Journal of Research and Studies, 28(6), 835-850. Elsevier Ltd. Retrieved March 27, 2023 from https://www.learntechlib.org/p/76142/.

Keywords

• academic engagement
• change
• classroom practice
• Classroom Techniques
• Foreign Countries
• Instructional Effectiveness
• learner engagement
• lesson plans
• Lesson structure
• Longitudinal Studies
• Longitudinal Study
• Multilevel growth curve modeling
• Observation
• Predictor Variables
• Secondary School Students
• Secondary School Teachers
• teaching methods
• Time on Task
• Video Technology
• Video-based approach