Published In

The Elementary School Journal

Document Type

Article

Publication Date

6-2013

Subjects

Teacher effectiveness, Teacher-student relationships -- Qualitative studies, Elementary education -- United States

Abstract

Validating frameworks for understanding classroom processes that contribute to student learning and development is important to advance the scientific study of teaching. This article presents one such framework, Teaching through Interactions, which posits that teacher-student interactions are a central driver for student learning and organizes teacher-student interactions into three major domains. Results provide evidence that across 4,341 preschool to elementary classrooms (1) teacher-student classroom interactions comprise distinct emotional, organizational, and instructional domains; (2) the three-domain latent structure is a better fit to observational data than alternative one- and two-domain models of teacher-student classroom interactions; and (3) the three-domain structure is the best-fitting model across multiple data sets.

Description

Copyright 2013 by The University of Chicago.

The publisher's PDF is available one year from the date of publication. The original instance can be found at http://www.jstor.org/stable/10.1086/669616

DOI: 10.1086/669616

Persistent Identifier

http://archives.pdx.edu/ds/psu/23632

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