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Andrew J. Mashburn, Bridget K. Hamre, Robert C. Pianta and Jason T. Downer

CASTL. Center for Advanced Study of Teaching and Learning. 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

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Andrew J. Mashburn, Bridget K. Hamre, Robert C. Pianta and Jason T. Downer

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  1. CASTL Center for Advanced Study of Teaching and Learning 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

  2. Scientific Study of Education 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

  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. Classroom Organization Emotional Support Instructional Support Regard for student perspective Instructional learning Behavior management Positive climate Negative climate Concept development Quality of feedback Language modeling Productivity Sensitivity formats Relationships, Affect, Respect, Communication Clear expectation, Proactive, Redirection Analysis/reasoning, Creativity, Integration Punitive, Sarcasm/ disrespect, Negativity Feedback loops, Encourage responses, Expand performance Maximize time, Efficient routines and transitions Aware, Responsive, Address problem, Comfort Variety, Promote student interest, Clarity, Engaging Conversation, Open-ended, Repeat/extend, Advanced language Flexibility, Autonomy, Student expression DOMAINS DIMENSIONS INDICATORS

  8. Classroom Organization Emotional Support Instructional Support Regard for student perspective Instructional learning Behavior management Positive climate Negative climate Concept development Quality of feedback Language modeling Productivity Sensitivity formats Confirming the Theory

  9. Examining Generalizability Pre-k-3rd grade 3244

  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, 1st grade and 3rd grade classrooms

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

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