Transcript Building a Science of Classrooms: Three Dimensions of

Center for Advanced Study
of Teaching and Learning
CASTL
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
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
Stage 1: Pose a Significant Question
What are the mechanisms
through which classrooms exert
their influence on children’s
development?
Stage 2: Build a Theory of Effective Classrooms
• Theories of effective classrooms
• The CLASS Framework (Hamre & Pianta, 2007)
– Proximal processes
– Integrates literature
– Direct investigation
Integrating Domains of Classroom Interactions
• Emotional Support
– Attachment theory
– Self-determination theory
• Classroom Organization
– Self-regulation
• Instructional Support
– Cognitive and language development
Direct Investigation
• The COS/CLASS Observation System
– Description
– Reliability
– Validity
DOMAINS
Classroom
Organization
Instructional
Support
DIMENSIONS
Emotional
Support
INDICATORS
Relationships, Affect,
Respect, Communication
Punitive, Sarcasm/
disrespect, Negativity
Aware, Responsive,
Address problem,
Comfort
Flexibility, Autonomy,
Student expression
Clear expectation,
Proactive, Redirection
Analysis/reasoning,
Creativity, Integration
Maximize time, Efficient
routines and transitions
Feedback loops,
Encourage responses,
Expand performance
Variety, Promote student
interest, Clarity,
Engaging
Conversation, Openended, Repeat/extend,
Advanced language
Confirming the Theory
Emotional
Support
Classroom
Organization
Instructional
Support
Examining Generalizability
Study
NCEDL Multistate
Grade observed
Pre-K
Number of classes
observed
240
NCEDL Multistate
Kindergarten
737
NCEDL SWEEP
Pre-K
454
MyTeachingPartner
Pre-K
1
3
152
834
827
Pre-k-3rd grade
3244
NICHD SECC
NICHD SECC
Results
• Standardized Factor Loadings
– Ranged from .60-.96
• Indices of Fit
– 13/18 above .90
– None below .84
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
Conclusions
• An important question for education research is What
are the mechanisms through which classrooms exert
their influence on children’s 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
Discussion
• More refined theoretical understanding of
classroom effects
• Tool to observe interactions
• Guidance for further research
• Ultimately, direction for intervention