1. André Durham, University of North Carolina, Chapel Hill Sara Rimm-Kaufman, University of Virginia Temple Walkowiak, University of Virginia Tashia Abry, University of Virginia Teacher-Child Interaction Quality During Mathematics Instruction in Third and Fourth Grades

2.  The present study is a part of a larger Validity Study investigating math instruction in third and fourth grades.  The Validity Study has two aims: ◦ To describe the process of obtaining reliability for four observational measures. ◦ To examine the discriminant and convergent validity of the four measures.  The present study uses the Classroom Assessment Scoring System (CLASS).

3.  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).

4. Emotional SupportClassroom OrganizationInstructional Support Positive ClimateBehavior ManagementConcept Development Negative ClimateProductivityQuality of Feedback Teacher SensitivityInstructional Learning FormatsLanguage Modeling Regard for Student Perspective

5.   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?

6.  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.

7.  Descriptive Analysis - Means and standard deviations were calculated for each dimension.  Inferential Analysis ◦ ANOVA was used to test for differences between the dimensions and domains. ◦ Correlational analysis was also used to determine the relationships between the dimensions and domains across the entire sample.

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

10.  The were no significant differences found between the average scores of the three domains.  Correlational analysis did reveal that Classroom Organization was significantly, positively correlated with both of the other two domains. ◦ Classroom Organization & Emotional Support: r =.556, p =.002. ◦ Classroom Organization & Instructional Support: r =.419, p =.024.

11. PCNCTSRSPBMPILFCDQFLM PC 0.1870.540**0.402*0.401*0.1820.2300.1350.278-0.033 NC 0.2290.1540.3520.1670.338-0.0160.2010.339 TS 0.496**0.488**0.369*0.2860.1950.2830.197 RSP 0.2410.387*0.3020.0570.1580.207 BM 0.573**0.3260.2530.1290.420* P 0.3480.287-0.0120.437* ILF 0.2180.2200.451* CD 0.554**0.269 QF 0.229 LM * p <.05 ** p <.01

12. PCNCTSRSPBMPILFCDQFLM PC 0.1870.540**0.402*0.401*0.1820.2300.1350.278-0.033 NC 0.2290.1540.3520.1670.338-0.0160.2010.339 TS 0.496**0.488**0.369*0.2860.1950.2830.197 RSP 0.2410.387*0.3020.0570.1580.207 BM 0.573**0.3260.2530.1290.420* P 0.3480.287-0.0120.437* ILF 0.2180.2200.451* CD 0.554**0.269 QF 0.229 LM * p <.05 ** p <.01

13. PCNCTSRSPBMPILFCDQFLM PC 0.1870.540**0.402*0.401*0.1820.2300.1350.278-0.033 NC 0.2290.1540.3520.1670.338-0.0160.2010.339 TS 0.496**0.488**0.369*0.2860.1950.2830.197 RSP 0.2410.387*0.3020.0570.1580.207 BM 0.573**0.3260.2530.1290.420* P 0.3480.287-0.0120.437* ILF 0.2180.2200.451* CD 0.554**0.269 QF 0.229 LM * p <.05 ** p <.01

14.  Language Modeling was found to be significantly correlated with each of the three dimensions of Classroom Organization… ◦ Behavior Management: r =.420, p =.023 ◦ Productivity: r =.437, p =.018 ◦ Instructional Learning Formats: r =.451, p =.014  …But not significant with the other two dimensions of Instructional Support. ◦ Concept Development: r =.269, p =.158 ◦ Quality of Feedback: r =.229, p =.232

15.  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.

16.  Established Reliability ◦ Percentage of agreement, within-one, must be at least 80% over eight, randomly-selected, twenty minute segments. ◦ Additionally, master-coded tapes were reviewed with a Master Coder.  Began the Data Collection Process.