The Australian Educational Researcher

, 38:293

Teacher self-report on learner engagement strategies in the early years classroom

Authors

    • Faculty of Education, Brisbane CampusAustralian Catholic University
  • Donna Pennell
    • Faculty of Education, Brisbane CampusAustralian Catholic University
  • Sandy Muspratt
    • School of EducationThe University of Queensland
  • Shiralee Poed
    • Melbourne Graduate School of EducationUniversity of Melbourne
Original paper

DOI: 10.1007/s13384-011-0029-5

Cite this article as:
Keen, D., Pennell, D., Muspratt, S. et al. Aust. Educ. Res. (2011) 38: 293. doi:10.1007/s13384-011-0029-5

Abstract

Effective engagement of young children in the classroom is a critical step toward achieving positive learning outcomes. The Learning and Engagement Questionnaire (LEQ) was developed by the first two authors to identify ways in which teachers strive to engage learners in the classroom. In this study, the factor structure of the LEQ is examined. Participants were 274 teachers of children in their first 3 years of formal schooling. An exploratory factor analysis was conducted and supported a five factor solution: Goal Directed Learning; Task Selection; Teacher Responsiveness; Intensive Teaching; and Planning the Learning Environment.

Keywords

Learner engagement Child engagement Engagement measure Teachers

Copyright information

© The Australian Association for Research in Education, Inc. 2011