Teaching Through Interactions in Secondary School Classrooms
Revisiting the Factor Structure and Practical Application of the Classroom Assessment Scoring System–Secondary
Bibliographic Data
| ID | 11670788 |
|---|---|
| Authors | Christopher A Hafen (University of Virginia, Charlottesville, USA, corresponding author), Bridget K Hamre (0000-0002-8748-3943, University of Virginia, Charlottesville, USA), Joseph P Allen (0000-0002-2328-059X, University of Virginia, Charlottesville, USA), Courtney A Bell (Educational Testing Service, Princeton, NJ, USA), Courtney Bell (0000-0001-8743-5573, Educational Testing Service), Drew H Gitomer (0000-0002-2452-7953, Rutgers University, New Brunswick, NJ, USA), Robert C Pianta (0000-0002-6280-8051, University of Virginia, Charlottesville, USA) |
| Year | 2014 |
| Volume | 35 |
| Issue | 5-6 |
| Pages | 651-680 |
| Publication date | 2014-06-09 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Early Adolescence (JOURNAL) |
| Journal identifiers | ISSN: 0272-4316 • E-ISSN: 1552-5449 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0272431614537117 |
| PMID | 28232770 |
| OpenAlex | W2171721565 |
| Language | EN |
| Citations received | 52 |
| References cited | 55 |
Valid measurement of how students' experiences in secondary school classrooms lead to gains in learning requires a developmental approach to conceptualizing classroom processes. This article presents a potentially useful theoretical model, the Teaching Through Interactions framework, which posits teacher-student interactions as a central driver for student learning and that teacher-student interactions can be organized into three major domains. Results from 1,482 classrooms provide evidence for distinct emotional, organizational, and instructional domains of teacher-student interaction. It also appears that a three-factor structure is a better fit to observational data than alternative one- and two-domain models of teacher-student classroom interactions, and that the three-domain structure is generalizable from 6th through 12th grade. Implications for practitioners, stakeholders, and researchers are discussed
Domain (mathematical analysis · Mathematics education · Observational study · Pedagogy · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Teacher Education and Leadership Studies
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| Unique citing works | 52 |
|---|---|
| Citations per year | 4,33 |
| Citation span | 2014 - 2026 (13) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 52 |