André Durham, University of North Carolina, Chapel HillSara Rimm-Kaufman, University of VirginiaTemple Walkowiak, University of Virginia

Tashia Abry, University of Virginia

Teacher-Child Interaction Teacher-Child Interaction Quality During Mathematics Quality During Mathematics

Instruction in Third and Instruction in Third and Fourth GradesFourth Grades

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).

Emotional Support Classroom Organization Instructional Support

Positive Climate Behavior Management Concept Development

Negative Climate Productivity Quality of Feedback

Teacher Sensitivity Instructional Learning Formats Language Modeling

Regard for Student Perspective

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?

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.

Average Quality by GradeAverage Quality by Grade

1

2

3

4

5

6

7

PC NC TS RSP BM P ILF CD QF LM

Third Grade

Fourth Grade

Differences Between QualityDifferences Between Quality

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

Associations Between DimensionsAssociations Between Dimensions

  PC NC TS RSP BM P ILF CD QF LM

PC   0.187 0.540** 0.402* 0.401* 0.182 0.230 0.135 0.278 -0.033

NC     0.229 0.154 0.352 0.167 0.338 -0.016 0.201 0.339

TS      0.496**

0.488**

0.369* 0.286 0.195 0.283 0.197

RSP         0.241 0.387* 0.302 0.057 0.158 0.207

BM         

0.573**

0.326 0.253 0.129 0.420*

P             0.348 0.287 -0.012 0.437*

ILF               0.218 0.220 0.451*

CD                 0.554** 0.269

QF                   0.229

LM                    * p < .05 ** p < .01

Associations Between DimensionsAssociations Between Dimensions

  PC NC TS RSP BM P ILF CD QF LM

PC   0.187 0.540** 0.402* 0.401* 0.182 0.230 0.135 0.278 -0.033

NC     0.229 0.154 0.352 0.167 0.338 -0.016 0.201 0.339

TS      0.496**

0.488**

0.369* 0.286 0.195 0.283 0.197

RSP         0.241 0.387* 0.302 0.057 0.158 0.207

BM         

0.573**

0.326 0.253 0.129 0.420*

P             0.348 0.287 -0.012 0.437*

ILF               0.218 0.220 0.451*

CD                 0.554** 0.269

QF                   0.229

LM                    * p < .05 ** p < .01

Associations Between DimensionsAssociations Between Dimensions

  PC NC TS RSP BM P ILF CD QF LM

PC   0.187 0.540** 0.402* 0.401* 0.182 0.230 0.135 0.278 -0.033

NC     0.229 0.154 0.352 0.167 0.338 -0.016 0.201 0.339

TS      0.496**

0.488**

0.369* 0.286 0.195 0.283 0.197

RSP         0.241 0.387* 0.302 0.057 0.158 0.207

BM         

0.573**

0.326 0.253 0.129 0.420*

P             0.348 0.287 -0.012 0.437*

ILF               0.218 0.220 0.451*

CD                 0.554** 0.269

QF                   0.229

LM                    * p < .05 ** p < .01

DiscussionDiscussion

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.