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Observations of Effective Teacher–Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System—Secondary
Open accessAbstract
Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System-Secondary. After accounting for prior year test performance, qualities of teacher interactions with students predicted student performance on end-of-year standardized achievement tests. Classrooms characterized by a positive emotional climate, with sensitivity to adolescent needs and perspectives, use of diverse and engaging instructional learning formats, and a focus on analysis and problem solving were associated with higher levels of student achievement. Effects of higher quality teacher-student interactions were greatest in classrooms with fewer students. Implications for teacher performance assessment and teacher effects on achievement are discussed.
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Chiu, T. K. F. (2022) · Journal of Research on Technology in Education · doi:10.1080/15391523.2021.1891998 · Cited by 834
Improving 21st-century teaching skills: The key to effective 21st-century learners
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Bottiani, J. H., Duran, C. A. K., Pas, E. T., & Bradshaw, C. P. (2019) · Journal of School Psychology · doi:10.1016/j.jsp.2019.10.002 · Cited by 454
Digital support for student engagement in blended learning based on self-determination theory
Chiu, T. K. F. (2021) · Computers in Human Behavior · doi:10.1016/j.chb.2021.106909 · Cited by 395
Metadata
- Authors
- Allen, J., Gregory, A., Mikami, A., Lun, J., Hamre, B., & Pianta, R.
- Venue
- School Psychology Review
- Publisher
- Informa UK Limited
- Published
- 2013-03-01
- Volume
- 42
- Issue
- 1
- Pages
- 76-98
- ISSN
- 0279-6015 (ISSN-L)
- 2372-966X
- OpenAlex
- W2161513722
- Cited by
- 466
- References
- 65
- FWCI
- 105.36
- Type
- journal article
- Language
- en
- Open access
- green
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- Allen, J., Gregory, A., Mikami, A., Lun, J., Hamre, B., & Pianta, R. (2013). Observations of Effective Teacher–Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System—Secondary. School Psychology Review. https://doi.org/10.1080/02796015.2013.12087492
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
