Teaching through Interactions: Testing a Developmental Framework of Teacher Effectiveness in over 4,000 Classrooms
Links to Learning is funded by the National Institute of Mental Health (PI: Atkins; R01 MH073749). The New York City Study of Social and Literacy Development is supported by grants from the U.S. Department of Education in collaboration with the Centers for Disease Control (R305L030003) and the William T. Grant Foundation (# 2618) to J. Lawrence Aber (PI), Jones and Brown (co-PIs), and by a grant from the William T. Grant Foundation (#7520) to Jones and Brown (co-PIs). The RULER intervention study is funded by the William T. Grant Foundation (#8364) to Brackett (PI), and Rivers & Salovey (co-PIs). However, the contents of this study do not necessarily represent the positions or policies of the funding agencies, and endorsement by these agencies should not be assumed.
The Elementary School Journal
Teacher effectiveness, Teacher-student relationships -- Qualitative studies, Elementary education -- United States
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.
Teaching through Interactions: Testing a Developmental Framework of Teacher Effectiveness in over 4,000 Classrooms Bridget K. Hamre, Robert C. Pianta, Jason T. Downer, Jamie DeCoster, Andrew J. Mashburn, Stephanie M. Jones, Joshua L. Brown, Elise Cappella, Marc Atkins, Susan E. Rivers, Marc A. Brackett, and Aki Hamagami The Elementary School Journal , Vol. 113, No. 4 (June 2013) , pp. 461-487
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