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AutorenHafen, Christopher A.; Hamre, Bridget K.; Allen, Joseph P.; Bell, Courtney A.; Gitomer, Drew H.; Pianta, Robert C.
TitelTeaching through Interactions in Secondary School Classrooms: Revisiting the Factor Structure and Practical Application of the Classroom Assessment Scoring System-Secondary
QuelleIn: Journal of Early Adolescence, 35 (2015) 5-6, S.651-680 (30 Seiten)
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ZusatzinformationWeitere Informationen
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0272-4316
DOI10.1177/0272431614537117
SchlagwörterFactor Structure; Secondary School Students; Student Experience; Teacher Student Relationship; Academic Achievement; Classroom Observation Techniques; Secondary School Teachers; Factor Analysis; Models
AbstractValid 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).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/2/04
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