Building a Science of Classrooms: Three Dimensions of Child-Teacher Interactions in PK-3rd Grade Classrooms

1
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

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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

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Stage 1 Pose a Significant Question

• What are the mechanisms through which classrooms
  exert their influence on childrens development?

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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

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DOMAINS
DIMENSIONS
INDICATORS
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Confirming the Theory
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Examining Generalizability
Study Grade observed Number of classes observed
NCEDL Multistate Pre-K 240
NCEDL Multistate Kindergarten 737
NCEDL SWEEP Pre-K 454
MyTeachingPartner Pre-K 152
NICHD SECC 1 834
NICHD SECC 3 827
3244
Pre-k-3rd grade
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Results

• Standardized Factor Loadings
• Ranged from .60-.96
• Indices of Fit
• 13/18 above .90
• None below .84

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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

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Conclusions

• An important question for education research is
  What are the mechanisms through which classrooms
  exert their influence on childrens 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

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Discussion

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