Teaching through Interactions: Testing a Developmental Framework of Teacher Effectiveness in over 4,000 Classrooms

Autor/inn/en	Hamre, Bridget K.; Pianta, Robert C.; Downer, Jason T.; DeCoster, Jamie; Mashburn, Andrew J.; Jones, Stephanie M.; Brown, Joshua L.; Cappella, Elise; Atkins, Marc; Rivers, Susan E.; Brackett, Marc A.; Hamagami, Aki
Titel	Teaching through Interactions: Testing a Developmental Framework of Teacher Effectiveness in over 4,000 Classrooms
Quelle	In: Elementary School Journal, 113 (2013) 4, S.461-487 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/669616
Schlagwörter	Teacher Effectiveness; Preschool Teachers; Elementary School Teachers; Teacher Student Relationship; Teacher Behavior; Models; Goodness of Fit; Factor Structure; Factor Analysis; Student Development; Observation + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Teacher behaviour; Lehrerverhalten; Analogiemodell; Faktorenstruktur; Faktorenanalyse; Beobachtung
Abstract	Validating frameworks for understanding classroom processes that contribute to student learning and development is important to advance the scientific study of teaching. This article presents one such framework, Teaching through Interactions, which posits that teacher-student interactions are a central driver for student learning and organizes teacher-student interactions into three major domains. Results provide evidence that across 4,341 preschool to elementary classrooms (1) teacher-student classroom interactions comprise distinct emotional, organizational, and instructional domains; (2) the three-domain latent structure is a better fit to observational data than alternative one- and two-domain models of teacher-student classroom interactions; and (3) the three-domain structure is the best-fitting model across multiple data sets. (Contains 6 tables, 3 figures, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10