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This study examines concurrent teacher-student interaction quality and 5th graders' (n = 387) engage ment in mathematics classrooms (n = 63) and considers how teacher-student interaction quality relates to engagement differently for boys and girls. Three approaches were used to measure student engagement in mathematics: Research assistants observed engaged behavior, teachers reported on students' engage ment, and students completed questionnaires. Engagement data were conducted 3 times per year concurrent with measures of teacher-student interaction quality. Results showed small but statistically significant associations among the 3 methods. Results of multilevel models showed only 1 significant finding linking quality of teacher-student interactions to observed or teacher-reported behavioral en gagement; higher classroom organization related to higher levels of observed behavioral engagement. However, the multilevel models produced a rich set of findings for student-reported engagement. Students in classrooms with higher emotional support reported higher cognitive, emotional, and social engagement. Students in classrooms higher in classroom organization reported more cognitive, emo tional, and social engagement. Interaction effects (Gender X Teacher-student interaction quality) were present for student-reported engagement outcomes but not in observed or teacher-reported engagement. Boys (but not girls) in classrooms with higher observed classroom organization reported more cognitive and emotional engagement. In classrooms with higher instructional support, boys reported higher but girls reported lower social engagement. The discussion explores implications of varied approaches to measuring engagement, interprets teacher-student interaction quality and gender findings, and considers the usefulness of student report in understanding students' math experiences.

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Students with emotional and behavioral disorders (EBD) face numerous obstacles to learning. They typically rank very low on teacher desirability (Soodak, Podell, & Lehman, 1998), receive very little teacher praise (Rathel, Drasgow, Brown, & Marshall, 2014; Rathel, Drasgow, & Christle, 2008), and are more likely to fail academically than students with a learning disability or with no disability (Nelson, Benner, Lane, & Smith, 2004). Students with EBD demonstrate unsuccessful peer relationships, antisocial behavior, internalizing behavior, aggression, and attention problems (Conley, Marchant, & Caldarella, 2014). Such students commonly use argumentative language, make disruptive statements during classroom instruction, and leave their seats often (Weeden, Wills, Kottwitz, & Kamps, 2016). A meta-analysis including 2,486 participants with EBD (Reid, Gonzalez, Nordness, Trout, & Epstein, 2004), of whom 80% were male, found academic performance was affected across all subjects (particularly for students younger than 12 years) in both resource and general education classrooms. In a study of 422 students with disabilities (Doren, Bullis, & Benz, 1996), researchers found that individuals with severe emotional disturbance were 13 times more likely to be arrested than peers with other disabilities. Researchers and practitioners have attempted to help students both with and at risk of EBD overcome behavioral and academic challenges by studying the relationship between teacher praise or reprimands and subsequent student behavior (Partin, Robertson, Maggin, Oliver, & Wehby, 2009; Reinke, Herman, & Stormont, 2013). Despite promising findings, little is known about the relationship between natural rates of teacher praise and student behavior (Floress, Jenkins, Reinke, & McKown, 2018). For example, no clear patterns regarding when or for whom teacher praise might be effective were revealed during a recent review of praise literature (Moore et al., 2018), and only one study has attempted to explore the relationship between differential rates of teacher classroom 800824P BIXXX10.