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dc.contributor.authorGallagher, Tiffany L
dc.contributor.authorBennett, Sheila
dc.contributor.authorKeen, Deb
dc.contributor.authorMuspratt, Sandy
dc.date.accessioned2018-03-20T12:31:13Z
dc.date.available2018-03-20T12:31:13Z
dc.date.issued2017
dc.identifier.issn0888-4064
dc.identifier.doi10.1177/0888406416654213
dc.identifier.urihttp://hdl.handle.net/10072/371545
dc.description.abstractThe 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.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSage Publications, Inc.
dc.relation.ispartofpagefrom51
dc.relation.ispartofpageto64
dc.relation.ispartofissue1
dc.relation.ispartofjournalTeacher Education and Special Education
dc.relation.ispartofvolume40
dc.subject.fieldofresearchSpecialist Studies in Education not elsewhere classified
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode130399
dc.subject.fieldofresearchcode1303
dc.titleExamining Learner Engagement Strategies: Australian and Canadian Teachers' self-Report
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.rights.copyrightGallagher 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.
gro.hasfulltextFull Text
gro.griffith.authorMuspratt, Sandy W.
gro.griffith.authorKeen, Deb A.


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