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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.

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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
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
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
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™
    • Published by Pianta, La Paro, and Hamre (2008).
    • Each dimension is scored on a seven-point scale. Negative Climate is reverse coded.
differences between quality
Differences Between Quality

No significant differences were found between the scores in quality of teacher-student interaction of third and fourth grades.

discussion
Discussion
  • The quality of teacher-student interactions during math instruction in third and fourth grade were not significantly different from one another.
  • Instructional Support tends to be low in this sample, whereas Emotional Support & Classroom Organization are high.