Observed lesson structure during the first year of secondary education: Exploration of change and link with academic engagement

This study investigates whether lesson structure (LS) matters and which components are important for academic engagement during the first grade of secondary education. Data from videoed lessons of 10 Dutch and 12 Indonesian teachers analyzed using an observation protocol show that six LS components are found, that between class and over measurement variability in LS is evident, and that on average LS change is not a linear function of time. Class differences over time do exist and several personal and contextual characteristics affect LS. Links between LS (student work time, reviewing and introducing new content) and academic engagement are evident.

► We model within-year changes in lesson structure of Dutch and Indonesian secondary schools. ► We model the link between changes in lesson structure and academic engagement over time. ► Changes in lesson structure is not a linear function of time. ► Several personal and contextual characteristics could explain differences in lesson structure. ► Several components of lesson structure are connected to academic engagement.