通过互动进行教学：在4000多个课堂中测试教师有效性的发展框架。
TEACHING THROUGH INTERACTIONS: Testing a Developmental Framework of Teacher Effectiveness in over 4,000 Classrooms.
作者信息
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
机构信息
UNIVERSITY OF VIRGINIA.
PORTLAND STATE UNIVERSITY.
出版信息
Elem Sch J. 2013 Jun;113(4):461-487. doi: 10.1086/669616.
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.
摘要
验证有助于学生学习和发展的课堂过程理解框架，对于推进教学的科学研究至关重要。本文提出了这样一个框架——互动式教学，该框架认为师生互动是学生学习的核心驱动力，并将师生互动分为三个主要领域。结果表明，在4341个从幼儿园到小学的课堂中：（1）师生课堂互动包括不同的情感、组织和教学领域；（2）与师生课堂互动的单领域和双领域替代模型相比，三领域潜在结构更适合观察数据；（3）三领域结构是多个数据集中拟合度最好的模型。
相似文献
1
TEACHING THROUGH INTERACTIONS: Testing a Developmental Framework of Teacher Effectiveness in over 4,000 Classrooms.通过互动进行教学：在4000多个课堂中测试教师有效性的发展框架。
Elem Sch J. 2013 Jun;113(4):461-487. doi: 10.1086/669616.
2
Teaching Through Interactions in Secondary School Classrooms: Revisiting the Factor Structure and Practical Application of the Classroom Assessment Scoring System-Secondary.中学课堂互动教学：重新审视课堂评估评分系统（中学版）的因素结构与实际应用
J Early Adolesc. 2015 Jun;35(5-6):651-680. doi: 10.1177/0272431614537117. Epub 2014 Jun 9.
3
Promoting Student-Teacher Interactions: Exploring a Peer Coaching Model for Teachers in a Preschool Setting.促进师生互动：探索学前教育环境中教师的同伴辅导模式。
Early Child Educ J. 2017 Jul;45(4):461-470. doi: 10.1007/s10643-016-0790-1. Epub 2016 Apr 13.
4
5
Interactional quality in middle schools: Latent profiles and their associations with teacher, classroom, and school compositional factors.中学的互动质量：潜在特征及其与教师、课堂和学校构成因素的关联。
J Sch Psychol. 2022 Aug;93:79-97. doi: 10.1016/j.jsp.2022.06.001. Epub 2022 Jul 15.
6
Instructional clarity and classroom management are linked to attitudes towards mathematics: A combination of student and teacher ratings.教学清晰度和课堂管理与对数学的态度有关：学生和教师评价的结合。
Br J Educ Psychol. 2023 Jun;93(2):591-607. doi: 10.1111/bjep.12580. Epub 2023 Jan 6.
7
Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher-Student Classroom Interaction Quality.所有的课程元素都是平等的吗？特定的社会情感学习成分与师生课堂互动质量之间的关系。
Prev Sci. 2017 Feb;18(2):193-203. doi: 10.1007/s11121-016-0743-3.
8
The Construction of Interactive Teaching Quality Monitoring System From the Perspective of Psychology.心理学视角下互动式教学质量监控体系的构建
Front Psychol. 2022 Feb 22;13:849528. doi: 10.3389/fpsyg.2022.849528. eCollection 2022.
9
Effects of Prekindergarten Curricula: Tools of the Mind as a Case Study.学前课程效果研究：以“思维工具”课程为例。
Monogr Soc Res Child Dev. 2021 Mar;86(1):7-119. doi: 10.1111/mono.12425.
10
Teachers' roles and identities in student-centered classrooms.以学生为中心的课堂中教师的角色与身份。
Int J STEM Educ. 2018;5(1):34. doi: 10.1186/s40594-018-0131-6. Epub 2018 Sep 14.
引用本文的文献
1
The Impact of Process Quality in Early Childhood Education and Care on Socio-Emotional Development: A Meta-Analysis of Longitudinal Studies.幼儿教育与保育中的过程质量对社会情感发展的影响：纵向研究的元分析
Int J Environ Res Public Health. 2025 May 14;22(5):775. doi: 10.3390/ijerph22050775.
2
Elucidating Linkages of Executive Functioning to School Readiness Skill Gains: The Mediating Role of Behavioral Engagement in the PreK Classroom.阐明执行功能与入学准备技能提升之间的联系：行为参与在学前班课堂中的中介作用。
Early Child Res Q. 2024;69:38-48. doi: 10.1016/j.ecresq.2024.07.001. Epub 2024 Jul 13.
3
The effect of parental psychological control on children's peer interactions in China: the moderating role of teachers' emotional support.父母心理控制对中国儿童同伴互动的影响：教师情感支持的调节作用。
Front Psychol. 2024 Jan 30;15:1297621. doi: 10.3389/fpsyg.2024.1297621. eCollection 2024.
4
Exploring positive teacher-student relationships: the synergy of teacher mindfulness and emotional intelligence.探索积极的师生关系：教师正念与情商的协同作用。
Front Psychol. 2023 Nov 29;14:1301786. doi: 10.3389/fpsyg.2023.1301786. eCollection 2023.
5
Performance management system and its role for employee performance: Evidence from Ethiopian SMEs.绩效管理系统及其对员工绩效的作用：来自埃塞俄比亚中小企业的证据。
Heliyon. 2023 Nov 4;9(11):e21819. doi: 10.1016/j.heliyon.2023.e21819. eCollection 2023 Nov.
6
Associations between teacher-student relationship and externalizing problem behaviors among Chinese rural adolescent.中国农村青少年师生关系与外化问题行为之间的关联。
Front Psychol. 2023 Nov 2;14:1255596. doi: 10.3389/fpsyg.2023.1255596. eCollection 2023.
7
What Fosters School Connectedness? The Roles of Classroom Interactions and Parental Support.是什么促进了学校归属感？课堂互动和家长支持的作用。
J Youth Adolesc. 2024 Apr;53(4):955-966. doi: 10.1007/s10964-023-01908-1. Epub 2023 Nov 28.
8
Defining early education quality using CLASS-observed teacher-student interaction.利用《课堂评估计分系统》观察到的师生互动来界定早期教育质量。
Front Psychol. 2023 Jul 14;14:1110419. doi: 10.3389/fpsyg.2023.1110419. eCollection 2023.
9
Early childhood education and care quality and associations with child outcomes: A meta-analysis.早期儿童教育与保育质量与儿童发展结果的关系：一项荟萃分析。
PLoS One. 2023 May 25;18(5):e0285985. doi: 10.1371/journal.pone.0285985. eCollection 2023.
10
High quality implementation of 4Rs + MTP increases classroom emotional support and reduces absenteeism.高质量实施4Rs + MTP可增强课堂情感支持并减少旷课现象。
Front Psychol. 2023 Apr 27;14:1065749. doi: 10.3389/fpsyg.2023.1065749. eCollection 2023.
本文引用的文献
1
Fostering High-Quality Teaching with an Enriched Curriculum and Professional Development Support: The Head Start REDI Program.通过丰富的课程和专业发展支持培养高质量教学：“领先开端”REDI项目。
Am Educ Res J. 2009 Jun;46(2):567-597. doi: 10.3102/0002831208328089. Epub 2009 Jun 1.
2
Effects of Web-Mediated Professional Development Resources on Teacher-Child Interactions in Pre-Kindergarten Classrooms.网络介导的专业发展资源对学前班课堂中师生互动的影响。
Early Child Res Q. 2008;23(4):431-451. doi: 10.1016/j.ecresq.2008.02.001.
3
Teacher consultation and coaching within mental health practice: classroom and child effects in urban elementary schools.心理健康实践中的教师咨询和辅导：城市小学的课堂和儿童效果。
J Consult Clin Psychol. 2012 Aug;80(4):597-610. doi: 10.1037/a0027725. Epub 2012 Mar 19.
4
Modeling general and specific variance in multifaceted constructs: a comparison of the bifactor model to other approaches.多方面构念的一般和特定方差建模：二因素模型与其他方法的比较。
J Pers. 2012 Feb;80(1):219-51. doi: 10.1111/j.1467-6494.2011.00739.x.
5
An interaction-based approach to enhancing secondary school instruction and student achievement.基于互动的方法来增强中学教学和学生成绩。
Science. 2011 Aug 19;333(6045):1034-7. doi: 10.1126/science.1207998.
6
Two-year impacts of a universal school-based social-emotional and literacy intervention: an experiment in translational developmental research.基于学校的普遍性社会情感和读写能力干预的两年影响：转化发展研究的实验。
Child Dev. 2011 Mar-Apr;82(2):533-54. doi: 10.1111/j.1467-8624.2010.01560.x. Epub 2011 Mar 10.
7
The quality of teacher-student interactions: associations with first graders' academic and behavioral outcomes.师生互动的质量：与一年级学生学业和行为结果的关联。
J Sch Psychol. 2010 Dec;48(6):457-82. doi: 10.1016/j.jsp.2010.09.001.
8
Temperamental attention and activity, classroom emotional support, and academic achievement in third grade.气质性注意力和活动、课堂情感支持与三年级学业成绩。
J Sch Psychol. 2010 Apr;48(2):113-34. doi: 10.1016/j.jsp.2009.11.002. Epub 2009 Dec 8.
9
The contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom.儿童自我调节能力和课堂质量对幼儿园课堂中儿童适应行为的影响。
Dev Psychol. 2009 Jul;45(4):958-72. doi: 10.1037/a0015861.
10
Changes in student teachers' agency beliefs during a teacher education year, and relationships with observed classroom quality, and day-to-day experiences.职前教师教育年中教师信念的变化，以及与课堂质量观察和日常经验的关系。
Br J Educ Psychol. 2009 Dec;79(Pt 4):677-94. doi: 10.1348/000709909X454814. Epub 2009 Jun 25.
Zotero 插件