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Teaching Through Interactions in Secondary School Classrooms.
- Source :
- Journal of Early Adolescence; Jul/Aug2015, Vol. 35 Issue 5/6, p651-680, 30p
- Publication Year :
- 2015
-
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. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 02724316
- Volume :
- 35
- Issue :
- 5/6
- Database :
- Complementary Index
- Journal :
- Journal of Early Adolescence
- Publication Type :
- Academic Journal
- Accession number :
- 109150633
- Full Text :
- https://doi.org/10.1177/0272431614537117