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  • Examining Learner Engagement Strategies: Australian and Canadian Teachers' self-Report

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    GallagherPUB5692.pdf (233.2Kb)
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    Accepted Manuscript (AM)
    Author(s)
    Gallagher, Tiffany L
    Bennett, Sheila
    Keen, Deb
    Muspratt, Sandy
    Griffith University Author(s)
    Muspratt, Sandy W.
    Keen, Deb A.
    Year published
    2017
    Metadata
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    Abstract
    The Learning and Engagement Questionnaire (LEQ) measures instructional and environmental variables associated with learner engagement. The present study sought to determine the suitability of the LEQ to measure learner engagement with a sample of Canadian teachers and to further investigate the factorial structure in comparison with the Australian context. Canadian teachers (N = 739) from Kindergarten to Grade 12 responded to the LEQ in ways that are explained by two factors identified as “Instructional Cycle” and “Student-Directed Learning.” The previously reported factor structure of the LEQ identified five factors in the ...
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    The Learning and Engagement Questionnaire (LEQ) measures instructional and environmental variables associated with learner engagement. The present study sought to determine the suitability of the LEQ to measure learner engagement with a sample of Canadian teachers and to further investigate the factorial structure in comparison with the Australian context. Canadian teachers (N = 739) from Kindergarten to Grade 12 responded to the LEQ in ways that are explained by two factors identified as “Instructional Cycle” and “Student-Directed Learning.” The previously reported factor structure of the LEQ identified five factors in the Australian study: “Goal Directed Learning,” “Task Selection,” “Intensive Teaching,” “Teacher Responsiveness,” and “Planning and Learning Environment.” There is a discussion of the cross- cultural differences between the Australian and Canadian participant groups and their dominant pedagogical approaches. The LEQ has the potential to raise teachers’ awareness of the strategies they can use to facilitate inclusive practice through differentiated student engagement.
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    Journal Title
    Teacher Education and Special Education
    Volume
    40
    Issue
    1
    DOI
    https://doi.org/10.1177/0888406416654213
    Copyright Statement
    Gallagher et al, Examining Learner Engagement Strategies: Australian and Canadian Teachers’ Self-Report, Teacher Education and Special Education, Vol. 40(1) 51–64, 2017. Copyright 2017 The Authors. Reprinted by permission of SAGE Publications.
    Subject
    Specialist Studies in Education not elsewhere classified
    Specialist Studies in Education
    Publication URI
    http://hdl.handle.net/10072/371545
    Collection
    • Journal articles

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