How do Preschool Teachers Spend Instructional Time? Frequency of Opportunities to Respond and Feedback During Whole-Group Instruction.
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| Title: | How do Preschool Teachers Spend Instructional Time? Frequency of Opportunities to Respond and Feedback During Whole-Group Instruction. |
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| Authors: | Meran, Sevil (AUTHOR), Scott, Terrance (AUTHOR) |
| Source: | Journal of Behavioral Education. Jun2026, Vol. 35 Issue 2, p1094-1126. 33p. |
| Subjects: | Preschool education, Teaching methods, Evaluation methodology, Observation (Educational method), Educators, Student engagement, Time on task (Education) |
| Abstract: | A growing body of research highlights the effectiveness of simple, evidence-based instructional practices—such as Opportunities to Respond (OTRs) and feedback—in enhancing student engagement and reducing off-task and challenging behaviors during group instruction. While group instruction is a common practice in preschool settings, there has been limited empirical attention given to it. Concerns about the quality of group instruction highlight the need for a systematic assessment of effective instructional practices in this setting. This study focuses on OTRs and feedback in whole-group instruction, observing eight preschool teachers over 12 weeks (4729.82 min) and interviewing seven of them. Observations were descriptively analyzed using MOOSES software, while interviews underwent qualitative analysis. Results revealed that teachers provided 3.11 OTRs per minute and maintained a positive-to-negative feedback ratio of 4.4:1, similar to the suggestions in the literature. The study also explored the types of OTRs and feedback, along with factors that may influence the observed rates. By focusing on actual classroom behaviors over an extended period and incorporating both quantitative and qualitative data, the study provides a comprehensive and detailed perspective on the use of OTRs and feedback in preschool whole-group settings. The practical implications of the findings are discussed concerning teacher education and future research. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 194697401 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: How do Preschool Teachers Spend Instructional Time? Frequency of Opportunities to Respond and Feedback During Whole-Group Instruction. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Meran%2C+Sevil%22">Meran, Sevil</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Scott%2C+Terrance%22">Scott, Terrance</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Behavioral+Education%22">Journal of Behavioral Education</searchLink>. Jun2026, Vol. 35 Issue 2, p1094-1126. 33p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Preschool+education%22">Preschool education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+methodology%22">Evaluation methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Observation+%28Educational+method%29%22">Observation (Educational method)</searchLink><br /><searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Time+on+task+%28Education%29%22">Time on task (Education)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: A growing body of research highlights the effectiveness of simple, evidence-based instructional practices—such as Opportunities to Respond (OTRs) and feedback—in enhancing student engagement and reducing off-task and challenging behaviors during group instruction. While group instruction is a common practice in preschool settings, there has been limited empirical attention given to it. Concerns about the quality of group instruction highlight the need for a systematic assessment of effective instructional practices in this setting. This study focuses on OTRs and feedback in whole-group instruction, observing eight preschool teachers over 12 weeks (4729.82 min) and interviewing seven of them. Observations were descriptively analyzed using MOOSES software, while interviews underwent qualitative analysis. Results revealed that teachers provided 3.11 OTRs per minute and maintained a positive-to-negative feedback ratio of 4.4:1, similar to the suggestions in the literature. The study also explored the types of OTRs and feedback, along with factors that may influence the observed rates. By focusing on actual classroom behaviors over an extended period and incorporating both quantitative and qualitative data, the study provides a comprehensive and detailed perspective on the use of OTRs and feedback in preschool whole-group settings. The practical implications of the findings are discussed concerning teacher education and future research. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=194697401 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10864-025-09604-9 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 33 StartPage: 1094 Subjects: – SubjectFull: Preschool education Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Evaluation methodology Type: general – SubjectFull: Observation (Educational method) Type: general – SubjectFull: Educators Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Time on task (Education) Type: general Titles: – TitleFull: How do Preschool Teachers Spend Instructional Time? Frequency of Opportunities to Respond and Feedback During Whole-Group Instruction. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Meran, Sevil – PersonEntity: Name: NameFull: Scott, Terrance IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 10530819 Numbering: – Type: volume Value: 35 – Type: issue Value: 2 Titles: – TitleFull: Journal of Behavioral Education Type: main |
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