AndrÃ© Durham, University of North Carolina, Chapel Hill Sara Rimm-Kaufman, University of Virginia

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Teacher-Child Interaction Quality During Mathematics Instruction in Third and Fourth Grades. AndrÃ© 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.

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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
• 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).

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?
Methods
• 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™