To address instructional challenges and poor academic outcomes of youth in juvenile correctional facilities (JCFs), we must understand how and why some teachers are effective and why students are responsive to instruction in these settings. We observed and coded teacher–student instructional interactions from 733 fifteen-minute classroom reading sessions for seven teachers and 40 students in a secure JCF school. We then applied a series of time-window sequential analytic procedures to assess connections between instructional approaches and teacher behaviors, and contingent student engagement and response behaviors. We also compared contingent probabilities for students with disabilities and students without disabilities. Across all students, our observations were characterized by larger proportions of passive student engagement. We also found a relatively low use of teacher praise. When teachers provided either directives or opportunities to respond, conditional probabilities for appropriate student responses were higher across students, particularly when directives were provided to students with disabilities. We discuss additional results and implications for research and practice.

中文翻译：

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青少年惩教所识字教学期间教师的教学方法以及学生的参与和行为反应

为了解决青少年惩教所 (JCF) 中青少年的教学挑战和不良学业成绩，我们必须了解一些教师如何以及为何有效，以及为什么学生对这些环境中的教学做出反应。我们对一所安全 JCF 学校的 7 名教师和 40 名学生进行的 733 场 15 分钟课堂阅读课程中的师生教学互动进行了观察和编码。然后，我们应用一系列时间窗口顺序分析程序来评估教学方法和教师行为以及偶然的学生参与和反应行为之间的联系。我们还比较了残疾学生和非残疾学生的或然概率。在所有学生中，我们的观察结果是学生被动参与的比例较大。我们还发现，教师表扬的使用率相对较低。当教师提供指示或做出回应的机会时，学生做出适当反应的条件概率较高，特别是当向残疾学生提供指示时。我们讨论了其他结果以及对研究和实践的影响。