André Durham, University of North Carolina, Chapel Hill Sara Rimm-Kaufman, University of Virginia Temple Walkowiak, University of Virginia Tashia Abry, University of Virginia Teacher-Child Teacher-Child Interaction Quality Interaction Quality During Mathematics During Mathematics Instruction in Third Instruction in Third and Fourth Grades and Fourth Grades
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André Durham, University of North Carolina, Chapel Hill Sara Rimm-Kaufman, University of Virginia
Teacher-Child Interaction Quality During Mathematics Instruction in Third and Fourth Grades. André Durham, University of North Carolina, Chapel Hill Sara Rimm-Kaufman, University of Virginia Temple Walkowiak, University of Virginia Tashia Abry, University of Virginia. The Present Study. - PowerPoint PPT Presentation
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André Durham, University of North Carolina, Chapel HillSara Rimm-Kaufman, University of VirginiaTemple Walkowiak, University of Virginia
Tashia Abry, University of Virginia
Teacher-Child Interaction Teacher-Child Interaction Quality During Mathematics Quality During Mathematics
Instruction in Third and Instruction in Third and Fourth GradesFourth Grades
Background: A growing body of research is suggesting the importance of the quality of the interactions between teachers and their students.
Purpose: To examine the quality of teacher-student interaction during mathematics instruction in third and fourth grades.
One new measure that examines teacher-student interaction quality is the Classroom Assessment Scoring System (CLASS).
Emotional Support Classroom Organization Instructional Support
Positive Climate Behavior Management Concept Development
Negative Climate Productivity Quality of Feedback
Teacher Sensitivity Instructional Learning Formats Language Modeling
Regard for Student Perspective
Research Questions
On average, what is the quality of teacher-student interactions in third and fourth grades?
Are there differences in these averages between third and fourth grades?
Are there associations between the average scores of CLASS’ 10 dimensions across third and fourth grades?
Participants: Twenty-nine teachers of third and fourth grade in a Mid-Atlantic metropolitan area.
Procedure: A research assistant gathered video-recorded one hour segments of math instruction in participants’ classrooms. Tapes were then randomly selected and coded in 15 to 20 minute segments.
Measure: CLASS™
◦ Published by Pianta, La Paro, and Hamre (2008).◦ Each dimension is scored on a seven-point scale. Negative Climate is
reverse coded.
Average Quality by GradeAverage Quality by Grade
1
2
3
4
5
6
7
PC NC TS RSP BM P ILF CD QF LM
Third Grade
Fourth Grade
Differences Between QualityDifferences Between Quality
No significant differences were found between the scores in quality of teacher-student interaction of third and fourth grades.
Associations Between DimensionsAssociations Between Dimensions
PC NC TS RSP BM P ILF CD QF LM
PC 0.187 0.540** 0.402* 0.401* 0.182 0.230 0.135 0.278 -0.033