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Measuring Effective Teacher-Student Interactions From a Student Perspective: A Multi-Level Analysis
Abstract
This study applies multi-level analysis to student reports of effective teacher-student interactions in 50 upper elementary school classrooms ( N = 594 fourth- and fifth-grade students). Observational studies suggest that teacher-student interactions fall into three domains: Emotional Support, Classroom Organization, and Instructional Support. Results of multi-level confirmatory factor analyses indicated that a three-factor model fits between- and within-classroom variability in students’ reports reasonably well. Multi-level regressions provide some evidence of criterion validity, with student reports at the classroom level related to parallel observations. Both classroom- and student-level student report data were associated with students’ reading proficiency and disciplinary referrals. Findings are discussed in terms of implications for future research on student reports of classroom interactions and their practical utility in teacher evaluation and feedback systems.
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Cited by
Sorted by citations
Wang, M.-T., L. Degol, J., Amemiya, J., Parr, A., & Guo, J. (2020) · Developmental Review · doi:10.1016/j.dr.2020.100912 · Cited by 470
The Importance of Social Support in Recovery Populations: Toward a Multilevel Understanding
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Metadata
- Authors
- Downer, J. T., Stuhlman, M., Schweig, J., Martínez, J. F., & Ruzek, E.
- Affiliations
- University of Virginia (US)
- University of California, Los Angeles (US)
- Venue
- The Journal of Early Adolescence
- Publisher
- SAGE Publications
- Published
- 2014-12-25
- Volume
- 35
- Issue
- 5-6
- Pages
- 722-758
- ISSN
- 0272-4316 (ISSN-L)
- 1552-5449
- OpenAlex
- W2102743041
- Cited by
- 111
- References
- 4
- Citations by year
- 2026: 10 · 2025: 8 · 2024: 9 · 2023: 12 · 2022: 10 · 2021: 20 · 2020: 12 · 2019: 11 · 2018: 11 · 2017: 3 · 2016: 3 · 2015: 2
- FWCI
- 13.71
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Journal of Early Adolescence (publishedVersion)
- Funders
- RAND Corporation
- Curry School of Education and Human Development, University of Virginia
- Center for Advanced Study, University of Illinois at Urbana-Champaign
- Topics
- Social Sciences › Education › Educational Environments and Student Outcomes
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Social Psychology › Communication in Education and Healthcare
- Keywords
- teacher-student relationship, student perceptions, emotional support, classroom organization, pedagogical support, upper elementary grades, reading proficiency, discipline referrals, teacher evaluation
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