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

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

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  1. 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

  2. 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).

  3. CLASS™Domains and Dimensions

  4. 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?

  5. 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.

  6. Average Quality by Grade

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

  8. Associations Between Dimensions * p < .05 ** p < .01

  9. Associations Between Dimensions * p < .05 ** p < .01

  10. Associations Between Dimensions * p < .05 ** p < .01

  11. 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.

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