Teaching through Interactions Hamre, Bridget K.; Pianta, Robert C.; Downer, Jason T. ...
The Elementary school journal,
06/2013, Volume:
113, Issue:
4
Journal Article
Peer reviewed
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.
Comparative education scholars are often sceptical of teaching effectiveness research that compares 'teaching quality' using systematic classroom observation systems across nations. This article ...investigates how three international observation systems designed for comparative use, and studies that apply them, attend to three concerns intrinsic to the field of academic comparative education-conceptualisations of teaching quality, attention to context, and implications of results. The analysis indicates similar conceptualisations of teaching quality yet divergent assumptions about the teaching-learning relationship across systems, and little focus on the comparability-validity trade-offs. The studies had limited attention to levels of context (classroom, school, and national), and context is seldom used to interpret the results of teaching quality. The implications of all of the studies for research, policy, and practice, especially for policy, are vague. The article concludes with a discussion of how classroom observation research can build on both teaching effectiveness and comparative education perspectives.
Current curriculum initiatives in mathematics call for the development of classroom communities that take communication about mathematics as a central focus. In these proposals, mathematical ...discourse involving explanation, argumentation, and defense of mathematical ideas becomes a defining feature of a quality classroom experience. In this article, the authors provide a comprehensive and critical review of what it is that mathematics teachers actually do to deal with classroom discourse. Synthesizing the literature around a number of key themes, the authors critically assess the kinds of human infrastructure that promote mathematical discourse in the classroom and that allow students to achieve desirable outcomes. From the findings, they conclude with implications for teachers.
This nonexperimental, longitudinal field study examines the extent to which variation in observed classroom supports (quality of emotional and instructional interactions and amount of exposure to ...literacy and math activities) predicts trajectories of achievement in reading and math from 54 months to fifth grade. Growth mixture modeling detected two latent classes of readers: fast readers whose skills developed rapidly and leveled off and a typical group for which reading growth was somewhat less rapid. Only one latent class was identified for math achievement. For reading, there were small positive associations between observed emotional quality of teacher-child interactions and growth. Growth in math achievement showed small positive relations with observed emotional interactions and exposure to math activities. There was a significant interaction between quality and quantity of instruction for reading such that at higher levels of emotional quality there was less of a negative association between amount of literacy exposure and reading growth.
In this paper, we argue that classroom management, student support, and cognitive activation are generic aspects of classroom teaching, forming Three Basic Dimensions of teaching quality. The ...conceptual framework was developed in research on mathematics instruction but it is supposed to generalize across subjects. It is based on general theories of schooling and teaching as well as established theories and research traditions from educational psychology. Although used frequently in German-speaking countries, no comprehensive overview of the theoretical foundation as well as the existing evidence regarding the framework, including its strengths and weaknesses, exists so far. The present paper therefore presents first an overview of the theoretical rationale of the framework. Second, it gives an overview of differences and commonalities in the operationalizations of the Three Basic Dimensions in different studies, including a comprehensive set of sub-dimensions. Third, evidence on the reliability and validity of the dimensions is reviewed, with good results for reliability and mixed results for predictive validity. Fourth, an analysis of three mathematics lessons using observer ratings illustrates how the framework of the Three Basic Dimensions can be used for investigating instructional quality. Finally, strengths and limitations of the framework for capturing instructional quality are discussed and we elaborate on the framework's potential for further development. (DIPF/Orig.).
Objective: This cluster randomized trial (CRT) evaluated the efficacy of the Classroom Social, Communication, Emotional Regulation, and Transactional Support (SCERTS) Intervention (CSI) compared with ...usual school-based education with autism training modules (ATM). Method: Sixty schools with 197 students with autism spectrum disorder (ASD) in 129 classrooms were randomly assigned to CSI or ATM. Mean student age was 6.79 years (SD 1.05) and 81.2% were male. CSI teachers were trained on the model and provided coaching throughout the school year to assist with implementation. A CRT, with students nested within general and special education classrooms nested within schools, was used to evaluate student outcomes. Results: The CSI group showed significantly better outcomes than the ATM group on observed measures of classroom active engagement with respect to social interaction. The CSI group also had significantly better outcomes on measures of adaptive communication, social skills, and executive functioning with Cohen's d effect sizes ranging from 0.31 to 0.45. Conclusion: These findings support the preliminary efficacy of CSI, a classroom-based, teacher-implemented intervention for improving active engagement, adaptive communication, social skills, executive functioning, and problem behavior within a heterogeneous sample of students with ASD. This makes a significant contribution to the literature by demonstrating efficacy of a classroom-based teacher-implemented intervention with a heterogeneous group of students with ASD using both observed and reported measures.
What is the public health significance of this article?
This study highlights the potential of a teacher-mediated, classroom-based intervention for young students with ASD. Findings suggest that classroom teachers can effectively implement a comprehensive educational program for elementary students with ASD that results in better outcomes relative to standard educational programming. This study demonstrates that a teacher-implemented intervention can have positive effects on a diverse population of students with ASD in a variety of placements.
Inspired by a “whole child” framing, the current study takes a “whole classroom” perspective to consider classroom practice. Study aims included: (1) presenting a systematic video-based observational ...coding strategy to concurrently consider practice domains that have implications for learning—cognitive instruction, classroom management, and teacher–student relational interactions; (2) identifying distinct and interrelated classroom typologies based upon this coding strategy. The framework was developed through coding and analysis of 58 purposively sampled urban 4th–9th grade classrooms from the Measures of Effective Teaching study. Analyses revealed three overarching typologies: task-focused (52%), low stimulation (43%), and optimal (5%). We conclude by discussing implications for urban education.
The purpose of this paper is to examine the role of the teacher in facilitating student-centred teaching. Central to that is to understand the association between teachers as a leader and learners as ...a leader. The paper demonstrates that within HE leadership and engagement in the classroom positively influences the behaviour of the learners. Positive classroom behavior leads to improving learner participation. The focus is on facilitating HE learners’ responsible behavior for them to utilise their maximum potential. This research study has considered the experiences of students of Higher Education in a UK private institution only. Therefore, the findings and results may, or may not be, the same for students studying beyond HE, or for those studying in public sector Universities, or those studying outside of the UK. This paper makes two different contributions. Firstly, it contributes to the literature on the methods for improving learners’ educational motivation in general. Secondly, it strengthens understanding of the combined responsibility of teacher leaders and students as leaders in providing educational motivation for students to take responsibility for their education and achieve better outcomes and promote continuous learning.
This research investigated how the level of disruptive behavior and friend influence on disruptive behavior varies across classrooms in relation to teacher emotional support. Data were collected from ...48 fifth- and sixth-grade classrooms (N = 879 students) and included classroom observations at Wave 1 and student reports of their disruptive behavior and peer nominations of their friends at Waves 1 and 2 (fall and spring of the school year, about 6 months apart). In the fall, there were no differences in the level of disruptive behavior between classes that were low versus high in teacher emotional support. However, by spring, disruptive behavior was higher in classes with low teacher emotional support compared to classes high in teacher emotional support. Social network analyses, conducted with stochastic actor-based models, indicated that students were more likely to become similar to their friends in regards to disruptive behavior in classes low in teacher emotional support compared to classes high in teacher emotional support. Thus, the level of disruptive behavior and students' susceptibility to friend influence on disruptive behavior depend on the nature of the classroom context. This study contributes to a growing body of research showing that teachers play an important role in shaping the nature of peer relationships in the classroom.
Start with JOY Cunningham, Katie Egan
2019, 2023-10-10
eBook
In Start with Joy: Designing Literacy Learning for Student Happiness, author Katie Cunningham links what we know from the science of happiness with what we know about effective literacy instruction. ...When given a choice about what to write, children express hopes, fears, and reactions to life's experiences. Literacy learning is full of opportunities for students to learn tools to live a happy life.
Inside, you'll find:
Seven Pillars: Cunningham discusses the seven pillars that guide her classrooms and are involved in each literacy lesson-Connection, Choice, Challenge, Play, Story, Discovery, and Movement.
Ten Invitations: Designed for teachers to improvise and make their own, these ten lessons may be presented at any time of year in the context of any unit and include children's literature suggestions as well as recommended teacher talk to meet children's specific needs.
Teaching Tools: Tools and resources that will help students tell their stories and make literacy learning something all students celebrate and cherish.
This book honors the adventure that learning is meant to be and aims to make happiness more tangible in the classroom. By infusing school days with happiness, teachers can support children as they become stronger readers, writers, and thinkers, while also helping them learn that strength comes from challenge, and joy comes from leading a purposeful life.
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