This study explores strategies suggested by inservice teachers to enhance students' low behavioral engagement in the classroom. 110 teachers were asked to describe their hypothetical responses to two vignettes depicting an individual-student and a whole-class low behavioral engagement. Based on coding participants' self-reports strategies it was found that the two most common strategies being mentioned to both vignettes were modifying teaching goals and highlighting students' strengths. More varied and richer strategies emerged in response to the individual-student vignette compared to the whole-class vignette. Some of the findings reflect differences among novice, experienced and senior teachers.

本研究探讨在职教师建议的策略，以提高学生在课堂中的低行为参与度。110 名教师被要求描述他们对描述单个学生和全班低行为参与度的两个小插曲的假设反应。根据编码参与者的自我报告策略，发现两个小插曲中提到的两个最常见的策略是修改教学目标和突出学生的优势。与全班小插曲相比，针对个别学生小插曲出现了更多样化和更丰富的策略。一些调查结果反映了新手、有经验和资深教师之间的差异。