1. Building a Science of Classrooms: Three Dimensions of Child-Teacher Interactions in PK-3rd Grade Classrooms Andrew J. Mashburn, Bridget K. Hamre, Robert C. Pianta and Jason T. Downer Center for Advanced Study of Teaching and Learning University of Virginia CASTL Center for Advanced Study of Teaching and Learning

2. Process for developing and evaluating theories (Shavelson, Townes and the Committee on Scientific Principles for Education Research, 2002) 1. Pose significant research questions 2. Build integrated theories 3. Test theories 4. Evaluate generalizability Scientific Study of Education

3. Stage 1: Pose a Significant Question What are the mechanisms through which classrooms exert their influence on children’s development?

4. Stage 2: Build a Theory of Effective Classrooms Theories of effective classrooms The CLASS Framework (Hamre & Pianta, 2007) –Proximal processes –Integrates literature –Direct investigation

5. Integrating Domains of Classroom Interactions Emotional Support –Attachment theory –Self-determination theory Classroom Organization –Self-regulation Instructional Support –Cognitive and language development

6. Direct Investigation The COS/CLASS Observation System –Description –Reliability –Validity

7. DOMAINS DIMENSIONS INDICATORS Instructional Support Emotional Support Classroom Organization Relationships, Affect, Respect, Communication Punitive, Sarcasm/ disrespect, Negativity Aware, Responsive, Address problem, Comfort Flexibility, Autonomy, Student expression Clear expectation, Proactive, Redirection Maximize time, Efficient routines and transitions Variety, Promote student interest, Clarity, Engaging Analysis/reasoning, Creativity, Integration Feedback loops, Encourage responses, Expand performance Conversation, Open- ended, Repeat/extend, Advanced language

8. Confirming the Theory Instructional Support Emotional Support Classroom Organization

9. Examining Generalizability StudyGrade observed Number of classes observed NCEDL MultistatePre-K240 NCEDL MultistateKindergarten737 NCEDL SWEEPPre-K454 MyTeachingPartner Pre-K152 NICHD SECC1834 NICHD SECC3827 3244 Pre-k-3 rd grade

10. Results Standardized Factor Loadings –Ranged from.60-.96 Indices of Fit –13/18 above.90 –None below.84

11. Refuting the 3 Domains A one-domain theory –Fit was substantially worse than 3 Domain A two-domain theory –Fit was substantially worse than 3 Domain

12. Conclusions An important question for education research is What are the mechanisms through which classrooms exert their influence on children’s development? The CLASS Framework proposes an integrative theory that classroom interactions comprise three domains Evidence of three domains of classroom interactions received general support based on standardized observations of classroom interactions These three domains were found in PK, Kindergarten, 1 st grade and 3 rd grade classrooms

13. Discussion More refined theoretical understanding of classroom effects Tool to observe interactions Guidance for further research Ultimately, direction for intervention