Teaching Through Interactions in Secondary School Classrooms

Hafen, Christopher A.; Hamre, Bridget K.; Allen, Joseph P.; Bell, Courtney; Gitomer, Drew H.; Pianta, Robert C.

doi:10.1177/0272431614537117

Cited by 106 publications

(46 citation statements)

References 59 publications

(78 reference statements)

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“…Emotional support and instructional support were well identified. Negative climate has a different character compared to other assessments, but according to Hafen et al [47] it should be integrated in the organization domain because as when negative climate is at a high level, there tends to be disruption to both the behavior management and the productivity. Hamre et al [48] presented results on various approaches for factor analysis and factor structure in an effort to understand the organization of teacher-student interactions in secondary classrooms.…”

Section: Discussionmentioning

confidence: 99%

Pedagogical Function of Referees in Youth Sport: Assessment of the Quality of Referee–Player Interactions in Youth Soccer

Firek

Płoszaj

Czechowski

2020

IJERPH

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We assume that all institutions and individuals involved in the organization of sport for children and young people should utilize the educational potential of sport. We assessed the quality of referee interactions with children during sports competitions in soccer. Based on the developmental theory and research suggesting that interactions between kids and adults are the primary mechanism of their development and learning, we focused on the quality of the referee–player interactions in terms of (1) emotional support, (2) game organization, and (3) instructional support. Twenty-five soccer referees who refereed matches for children aged 9–12 years were recruited. The Referee Educational Function Assessment Scoring System (REFASS) was used to assess the quality of the referee–player interactions. This tool was developed based on Classroom Assessment Scoring System—Upper Elementary. Regarding the REFASS dimensions, the mean scores for positive climate, Sensitivity, behavior management, content understanding and quality of feedback were in the medium range, while productivity and negative climate in the high range. In the case of the positive climate variable, the lowest mean ratings were recorded compared to other assessed dimensions. The assessments of the quality of referee–player interactions obtained for particular dimensions translated into the ratings for the specified domains. The highest ratings were given to game organization (6.0 ± 0.8; Me = 6.0), whereas the emotional support and instructional support were in the medium range (4.6 ± 1.5; Me = 4.5, and 5.2 ± 1.8; Me = 6.0, respectively). Referees are usually not aware of their pedagogical function and the complexity of their respective responsibilities. They are commonly considered to be ordinary technicians and evaluators of performance in competition. Based on the results, a postulate was formulated that referees should consciously perform a pedagogical function in the youth sport. Therefore, it is necessary to train them in educational methods and techniques appropriate to the age and needs of the child. The referees will then be prepared to take actions to prevent negative behavior of players on the field and to encourage prosocial behavior.

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Section: Discussionmentioning

confidence: 99%

Pedagogical Function of Referees in Youth Sport: Assessment of the Quality of Referee–Player Interactions in Youth Soccer

Firek

Płoszaj

Czechowski

2020

IJERPH

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“…One instrument in particular, the Classroom Assessment Scoring System (CLASS), is organized around “meaningful patterns of [teacher] behavior…tied to underlying developmental processes [in students]” (Pianta & Hamre, 2009, p. 112). Factor analyses of data collected by this instrument have identified several unique aspects of teachers’ instruction: teachers’ social and emotional interactions with students, their ability to organize and manage the classroom environment, and their instructional supports in the delivery of content (Hafen et al, 2015; Hamre et al, 2013). A number of studies from developers of the CLASS instrument and their colleagues have described relationships between these dimensions and closely related student attitudes and behaviors.…”

Section: Review Of Related Researchmentioning

confidence: 99%

Teacher and Teaching Effects on Students’ Attitudes and Behaviors

Blazar

Kraft

2016

Educational Evaluation and Policy Analysis

326

222

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Research has focused predominantly on how teachers affect students’ achievement on tests despite evidence that a broad range of attitudes and behaviors are equally important to their long-term success. We find that upper-elementary teachers have large effects on self-reported measures of students’ self-efficacy in math, and happiness and behavior in class. Students’ attitudes and behaviors are predicted by teaching practices most proximal to these measures, including teachers’ emotional support and classroom organization. However, teachers who are effective at improving test scores often are not equally effective at improving students’ attitudes and behaviors. These findings lend empirical evidence to well-established theory on the multidimensional nature of teaching and the need to identify strategies for improving the full range of teachers’ skills.

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“…MTP-S is guided by the Teaching through Interactions framework, which draws on diverse theories that highlight the emotional, organizational, and instructional features of classrooms (Hafen et al, 2015, Hamre et al, 2013). …”

Section: Theoretical Underpinnings Of Mtp-smentioning

confidence: 99%

“…Practically speaking, MTP-S coaches draw on the diverse theories underlying the Teaching through Interactions framework, which are embedded within the Classroom Assessment Scoring System-Secondary (CLASS-S; Pianta, Hamre, Haynes, Mintz, & LaParo, 2008) observation tool that is at the heart of MTP-S, and that measures teacher-student interactions in a reliable and valid manner (e.g., Allen et al, 2013; Hafen et al, 2015). The CLASS-S is comprised of classroom behaviors that fall into the 3 domains of Emotional Support, Classroom Organization, and Instructional Support, each of which is made up of a handful of more discrete and concrete dimensions.…”

Section: Classroom Assessment Scoring System-secondary Observational mentioning

confidence: 99%

My Teaching Partner-Secondary: A Video-Based Coaching Model

Gregory

Ruzek

Hafen³

et al. 2017

Theory Into Practice

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In the My Teaching Partner (MTP) program, coaches engage teachers in six to nine coaching cycles across a school year. Guided by the program’s theory, coaches help teachers reflect on the emotional, organizational, and instructional features of classrooms. MTP was originally developed for Pre-K and early elementary classrooms (MTP Pre-K), but the current paper focuses on the secondary school version of this program, MTP-Secondary (MTP-S), given the need for coaching models with middle and high school teachers. The paper presents the guiding theory of MTP-S and how it relates to key components of the coaching cycle. We then offer a brief synthesis of research demonstrating its effectiveness in raising achievement, promoting positive peer interactions, and reducing racial disparities in teachers’ discipline practices. We provide ideas for future research that would help advance theory on the essential components of effective coaching programs in secondary schools.

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Teaching Through Interactions in Secondary School Classrooms

Cited by 106 publications

References 59 publications

Pedagogical Function of Referees in Youth Sport: Assessment of the Quality of Referee–Player Interactions in Youth Soccer

Pedagogical Function of Referees in Youth Sport: Assessment of the Quality of Referee–Player Interactions in Youth Soccer

Teacher and Teaching Effects on Students’ Attitudes and Behaviors

My Teaching Partner-Secondary: A Video-Based Coaching Model

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