Teaching through Interactions in Secondary School Classrooms: Revisiting the Factor Structure and Practical Application of the Classroom Assessment Scoring System--Secondary

Autor/inn/en	Hafen, Christopher A.; Hamre, Bridget K.; Allen, Joseph P.; Bell, Courtney A.; Gitomer, Drew H.; Pianta, Robert C.
Titel	Teaching through Interactions in Secondary School Classrooms: Revisiting the Factor Structure and Practical Application of the Classroom Assessment Scoring System--Secondary
Quelle	(2014), (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/0272431614537117
Schlagwörter	Secondary School Students; Secondary School Teachers; Teacher Student Relationship; Academic Achievement; Factor Structure; Classroom Observation Techniques; Adolescent Development; Comparative Analysis; Goodness of Fit + Suchen Sie Ihr Suchwort? Sekundarschüler; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung; Faktorenstruktur
Abstract	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. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01