title: Teaching Through Interactions in Secondary School Classrooms: Revisiting the Factor Structure and Practical Application of the Classroom Assessment Scoring System-Secondary.
abstract: Valid measurement of how students' experiences in secondary school classrooms lead to gains in learning requires a developmental approach to conceptualizing classroom processes. This article presents a potentially useful theoretical model, the Teaching Through Interactions framework, which posits teacher-student interactions as a central driver for student learning and that teacher-student interactions can be organized into three major domains. Results from 1,482 classrooms provide evidence for distinct emotional, organizational, and instructional domains of teacher-student interaction. It also appears that a three-factor structure is a better fit to observational data than alternative one- and two-domain models of teacher-student classroom interactions, and that the three-domain structure is generalizable from 6th through 12th grade. Implications for practitioners, stakeholders, and researchers are discussed.
authors.affiliation: University of Virginia, Charlottesville, USA.
authors.forename: Christopher A
authors.initials: CA
authors.lastname: Hafen
authors.affiliation: University of Virginia, Charlottesville, USA.
authors.forename: Bridget K
authors.initials: BK
authors.lastname: Hamre
authors.affiliation: University of Virginia, Charlottesville, USA.
authors.forename: Joseph P
authors.initials: JP
authors.lastname: Allen
authors.affiliation: Educational Testing Service, Princeton, NJ, USA.
authors.forename: Courtney A
authors.initials: CA
authors.lastname: Bell
authors.affiliation: Rutgers University, New Brunswick, NJ, USA.
authors.forename: Drew H
authors.initials: DH
authors.lastname: Gitomer
authors.affiliation: University of Virginia, Charlottesville, USA.
authors.forename: Robert C
authors.initials: RC
authors.lastname: Pianta
keywords: academic achievement; learning/mathematics/reading; middle school; school context; teachers/teacher-adolescent relationship