The DOI matches its Crossref record; 10 of the 10 references it cites were found in a registry or an index.
Teaching through Interactions: Testing a Developmental Framework of Teacher Effectiveness in over 4,000 Classrooms
Open accessAbstract
Validating frameworks for understanding classroom processes that contribute to student learning and development is important to advance the scientific study of teaching. This article presents one such framework, Teaching through Interactions, which posits that teacher-student interactions are a central driver for student learning and organizes teacher-student interactions into three major domains. Results provide evidence that across 4,341 preschool to elementary classrooms (1) teacher-student classroom interactions comprise distinct emotional, organizational, and instructional domains; (2) the three-domain latent structure is a better fit to observational data than alternative one- and two-domain models of teacher-student classroom interactions; and (3) the three-domain structure is the best-fitting model across multiple data sets.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Apprenticeship in Thinking: Cognitive Development in Social Context
Rogoff, B. (1990) · doi:10.1093/oso/9780195059731.001.0001 · Cited by 4,709
Hamre, B. K., & Pianta, R. C. (2005) · Child Development · doi:10.1111/j.1467-8624.2005.00889.x · Cited by 1,717
Self-citationPianta, R. C., & Hamre, B. K. (2009) · Educational Researcher · doi:10.3102/0013189x09332374 · Cited by 1,331
Self-citationClassroom emotional climate, student engagement, and academic achievement.
Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012) · Journal of Educational Psychology · doi:10.1037/a0027268 · Cited by 1,229
Self-citationHill, H. C., Blunk, M. L., Charalambous, C. Y., Lewis, J. M., Phelps, G. C., Sleep, L., & Ball, D. L. (2008) · Cognition and Instruction · doi:10.1080/07370000802177235 · Cited by 996 · cited 20×
“However, we anticipate that many of the elements measured in observational tools such as the Mathematical Quality of Instruction (MQI; Hill et al., 2008) or the Protocol for Language Arts Teaching Observation (PLATO; Grossman et al., 2010), which focus on teachers’ interactions with students around content, may be ali…”
InfluentialTiming of feedback and verbal learning.
Kulik, J. A., & Kulik, C.-L. C. (1988) · Review of Educational Research · doi:10.3102/00346543058001079 · Cited by 703
Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Metzger, M. W., & Solomon, B. (2009) · Journal of Consulting and Clinical Psychology · doi:10.1037/a0015302 · Cited by 325
Self-citationImproving classroom quality: Teacher influences and experimental impacts of the 4rs program
Brown, J. L., Jones, S. M., LaRusso, M. D., & Aber, J. L. (2010) · Journal of Educational Psychology · doi:10.1037/a0018160 · Cited by 267 · cited 1×
“Recent work also suggests that these domains of teaching may be improved through intentionally designed and intensive professional development experiences (e.g., Brown et al., 2010; Domitrovich et al., 2009; Hamre et al., 2012; Pianta, Mashburn, et al., 2008; Raver et al., 2008).”
Self-citationDomitrovich, C. E., Gest, S. D., Gill, S., Bierman, K. L., Welsh, J. A., & Jones, D. (2009) · American Educational Research Journal · doi:10.3102/0002831208328089 · Cited by 234 · cited 4×
“Recent work also suggests that these domains of teaching may be improved through intentionally designed and intensive professional development experiences (e.g., Brown et al., 2010; Domitrovich et al., 2009; Hamre et al., 2012; Pianta, Mashburn, et al., 2008; Raver et al., 2008).”
InfluentialThe Role of Psychological and Developmental Science in Efforts to Improve Teacher Quality
Rimm-Kaufman, S. E., & Hamre, B. K. (2010) · Teachers College Record: The Voice of Scholarship in Education · doi:10.1177/016146811011201204 · Cited by 157 · cited 1×
“Rimm-Kaufman and Hamre (2010) proposed a Comprehensive Model of Teacher Quality that embeds effective teaching in a dynamic model that considers the ways teachers’ personal attributes and professional experiences influence the development of their teaching skills, as well as the ways in which these…”
Self-citation
Research works printed but not linked: 67
- 10.1126/science.1207998 · DOI · Paper page
- Bell C. A., 2011, An argument approach to observation protocols. Paper presented at the annual meeting of the National Council on Measurement in Education
- 10.1037/0003-066X.57.2.111 · DOI · Paper page
- Bollen K. A., 1990, Structural equations with latent variables
- Bowlby J., 1969, Attachment and loss, 1
- Brackett M. A., Grant and Spencer Foundation Grantees Meeting
- Bransford J. D., 2000, How people learn: Brain, mind, experience, and school, expanded edition
- Bronfenbrenner U., 1998, W. Damon & R, 1
- Brophy J., 1999, Teaching
- Brophy J., 1976, Learning from teaching: A developmental perspective
- 10.1037/0022-0663.79.4.474 · DOI · Paper page
- 10.1016/j.jsp.2007.06.009 · DOI · Paper page
- 10.1016/j.jsp.2010.09.001 · DOI · Paper page
- 10.1007/s10488-008-0182-y · DOI · Paper page
- 10.1037/a0027725 · DOI
- 10.1207/s1532799xssr0304_2 · DOI · Paper page
- 10.1111/j.1467-6494.2011.00739.x · DOI · Paper page
- 10.1207/S15326977EA0701_5 · DOI
- Cochran-Smith M., 2005, Studying teacher education: The report of the AERA panel on research and teacher education
- Connell J. P., 1991, M. R. Gunnar & L
- 10.3102/0013189X09332373 · DOI · Paper page
- Danielson C., 2007, Enhancing professional practice: A framework for teaching
- 10.3102/0013189X09350881 · DOI
- 10.1080/10409289.2010.497453 · DOI · Paper page
- 10.1111/j.1467-8624.2007.01014.x · DOI · Paper page
- Eccles J. S., 1999, M. H. Boorstein & M
- 10.1207/S15326985EP3602_5 · DOI · Paper page
- 10.1086/461354 · DOI · Paper page
- 10.1037/0012-1649.42.6.1179 · DOI · Paper page
- Good T. L., 2008, Looking in classrooms
- Grossman P., 2011, Teachers College Record, 13, 2836, 10.1177/016146811111301205 · DOI
- Grossman P., 2010, Measure for measure: The relationship between measures of instructional practice in middle school English Language Arts and teachers' value-added scores.
- Hamre B. K., 2007, R. Pianta, M. Cox, & K
- 10.3102/0002831211434596 · DOI · Paper page
- Hanushek E. A., 2002, The long-run importance of school quality. NBER Working Paper 9071
- Hooper D., 2008, Electronic Journal of Business Research Methods, 6, 53
- 10.1016/j.ecresq.2007.05.002 · DOI · Paper page
- 10.1111/j.1467-8624.2010.01560.x · DOI · Paper page
- Kane T. J., 2012, Gathering feedback for teachers: Combining high-quality observations with student surveys and achievement gains. Policy and practice brief prepared for the Bill and Melinda Gates Foundation
- 10.1080/10409280802541965 · DOI · Paper page
- 10.1080/10409280902783509 · DOI · Paper page
- 10.1348/000709909X454814 · DOI
- 10.1037/a0020920 · DOI
- 10.1111/j.1467-8624.2008.01154.x · DOI · Paper page
- 10.1080/10627190802602541 · DOI
- 10.1207/s15430421tip4104_4 · DOI · Paper page
- 10.1086/499709 · DOI · Paper page
- 10.1046/j.1467-8624.2003.00629.x · DOI · Paper page
- 10.1086/428746 · DOI · Paper page
- 10.1080/10409280902858764 · DOI · Paper page
- 10.3102/00346543074004525 · DOI · Paper page
- 10.1126/science.1139719 · DOI · Paper page
- 10.1207/s1532480xads0903_2 · DOI · Paper page
- Pianta R. C., 2008, Classroom assessment scoring system (CLASS)
- 10.1016/j.ecresq.2008.02.001 · DOI · Paper page
- 10.1086/605470 · DOI
- Ponitz C. C., 2009, School Psychology Review, 38, 102, 10.1080/02796015.2009.12087852 · DOI · Paper page
- 10.1002/0471264385.wei0708 · DOI
- 10.1016/j.ecresq.2007.09.001 · DOI · Paper page
- 10.1037/a0015861 · DOI · Paper page
- 10.3102/0013189X09349313 · doi:10.3102/0013189x09349313
- 10.1016/j.jsp.2009.11.002 · DOI
- Sanders W., 1996, Cumulative and residual effects of teachers on future student academic achievement. Knoxville: University of Tennessee
- 10.1177/15257401040250040401 · DOI
- 10.1177/0022487110390221 · DOI
- Stuhlman M., Developing and validating scalable approaches to assessing effective classroom interactions. Paper presented at the meeting of the American Educational Research Association
- 10.1086/499740 · DOI · Paper page
Cited by
Kraft, M. A., Blazar, D., & Hogan, D. (2018) · Review of Educational Research · doi:10.3102/0034654318759268 · Cited by 1,202
Hamre, B., Hatfield, B., Pianta, R., & Jamil, F. (2014) · Child Development · doi:10.1111/cdev.12184 · Cited by 592
Self-citationTeacher and Teaching Effects on Students’ Attitudes and Behaviors
Blazar, D., & Kraft, M. A. (2017) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373716670260 · Cited by 591
Improving 21st-century teaching skills: The key to effective 21st-century learners
Kim, S., Raza, M., & Seidman, E. (2019) · Research in Comparative and International Education · doi:10.1177/1745499919829214 · Cited by 499
Hamre, B. K., Pianta, R. C., Burchinal, M., Field, S., LoCasale-Crouch, J., Downer, J. T., Howes, C., LaParo, K., & Scott-Little, C. (2012) · American Educational Research Journal · doi:10.3102/0002831211434596 · Cited by 469
Self-citation
Metadata
- Authors
- Hamre, B. K., Pianta, R. C., Downer, J. T., DeCoster, J., Mashburn, A. J., Jones, S. M., Brown, J. L., Cappella, E., Atkins, M., Rivers, S. E., Brackett, M. A., & Hamagami, A.
- Venue
- The Elementary School Journal
- Publisher
- University of Chicago Press
- Published
- 2013-06
- Volume
- 113
- Issue
- 4
- Pages
- 461-487
- ISSN
- 0013-5984 (ISSN-L)
- 1554-8279
- OpenAlex
- W2273807080
- Cited by
- 705
- References
- 10
- FWCI
- 140.47
- Type
- journal article
- Language
- en
- Open access
- green
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Teaching through Interactions: Testing a Developmental Framework of Teacher Effectiveness in over 4,000 Classrooms. https://app.cochat.ai/papers/10.1086/669616
- The paper
- Hamre, B. K., Pianta, R. C., Downer, J. T., DeCoster, J., Mashburn, A. J., Jones, S. M., Brown, J. L., Cappella, E., Atkins, M., Rivers, S. E., Brackett, M. A., & Hamagami, A. (2013). Teaching through Interactions: Testing a Developmental Framework of Teacher Effectiveness in over 4,000 Classrooms. The Elementary School Journal. https://doi.org/10.1086/669616
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
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.
