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.
Original language | English (US) |
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Pages (from-to) | 651-680 |
Number of pages | 30 |
Journal | Journal of Early Adolescence |
Volume | 35 |
Issue number | 5-6 |
DOIs | |
State | Published - Jun 21 2015 |
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology
- Social Sciences (miscellaneous)
- Sociology and Political Science
- Life-span and Life-course Studies
Keywords
- academic achievement
- learning/mathematics/reading
- middle school
- school context
- teachers/teacher-adolescent relationship