Classrooms Built for Belonging

This study examines concurrent teacher–student interaction quality and 5th graders’ (n = 387) engagement in mathematics classrooms (n = 63) and considers how teacher–student interaction quality relates to engagement differently for boys and girls. Three approaches were used to measure student engagement in mathematics: Research assistants observed engaged behavior, teachers reported on students’ engagement, and students completed questionnaires. Engagement data were conducted 3 times per year concurrent with measures of teacher–student interaction quality. Results showed small but statistically significant associations among the 3 methods. Results of multilevel models showed only 1 significant finding linking quality of teacher–student interactions to observed or teacher-reported behavioral engagement; higher classroom organization related to higher levels of observed behavioral engagement. However, the multilevel models produced a rich set of findings for student-reported engagement. Students in classrooms with higher emotional support reported higher cognitive, emotional, and social engagement. Students in classrooms higher in classroom organization reported more cognitive, emotional, and social engagement. Interaction effects (Gender × Teacher–student interaction quality) were present for student-reported engagement outcomes but not in observed or teacher-reported engagement. Boys (but not girls) in classrooms with higher observed classroom organization reported more cognitive and emotional engagement. In classrooms with higher instructional support, boys reported higher but girls reported lower social engagement. The discussion explores implications of varied approaches to measuring engagement, interprets teacher–student interaction quality and gender findings, and considers the usefulness of student report in understanding students’ math experiences.

The introduction of information and communication technologies (ICT) in elementary education has radically changed the way of teaching and learning in recent decades. In addition, the recent acceleration in the use of online learning due to the pandemic period has increased the reliance on these teaching methods. Online learning has become a popular teaching practice in recent years in parallel with traditional teaching, yet there are still few studies in the literature that delve into a comparison between the two learning situations and in particular studies focusing on these methods within the elementary education are scarce. The purpose of this study is to examine the characteristics of student-to-student and student-to-teacher interactions that occur in online learning as compared to typical face-to-face classroom interactions, with a specific focus on the elementary school level. The quality of teacher-student interactions was measured using the Classroom Assessment Scoring System (CLASS; Pianta et al., 2008). Elementary students were selected from 36 classes ranging from second to fifth grade. The total sample included 769 students (48% male). The majority of teachers were female (N = 31, 86%). The study shows that online teaching can have positive or negative effects on the quality of interaction between teachers and students, depending on the dimensions considered and the age of the participants. This study helps to highlight the differences and specificities of interaction and learning processes in the two situations (online and face-to-face): online teaching seems to improve positive climate, behavior management, and didactic learning formats, while face-to-face teaching seems to provide greater teacher sensitivity and better-quality feedback.

A central task of educational researchers has been to uncover factors that improve student academic achievement. Research in both developed and developing nations during the past few decades has analysed the links between educational outcomes and school physical resources, teacher quality and children's demographic and family background. (1) Importantly, research on teacher and school effects in developing countries has focused on factors such as human capital, economic resources and physical infrastructure, the so-called input factors in the black box production function model of school outcomes. Fewer studies have focused on the softer classroom process factors that might be seen as important mechanisms of the production function, such as teaching style, the quality of teacher-student interactions and student academic engagement. This study investigates the sensitivity of academic achievement and educational engagement to student experiences in the classroom: teaching style, teacher-student interactions and classroom environment. This study is first placed in the theoretical context of comparative educational research, then in the context of recent education reform initiatives in China. Next follows a description of the data which came from a survey of primary school students, teachers and principals in rural Northwest China that was carried out in the summer of 2000. Multivariate analyses of achievement and engagement are presented and the paper closes with a discussion of the implications of the findings. Framework and Hypotheses Research on Teacher Quality Disparate lines of research in the fields of sociology, demography and economics have considered community, school, classroom and family characteristics that predict children's educational outcomes. (2) Across these disciplines, an important goal has been to produce policy-relevant insights on measurable aspects of school quality, including teacher quality, that significantly affect outcomes such as achievement. Much of this research stemmed from Stephen Heyneman's Report for a Developing Country, and his subsequent research suggesting that the portion of the variance in achievement attributable to school quality, as opposed to family background, was generally much larger in developing versus industrialised countries. (3) Following Heyneman's lead, studies of school effects have been conducted in a wide range of developing countries, and many have found significant effects of school factors, net of family background, on achievement. (4) However, recent work by David Baker and his colleagues has suggested that the Coleman effect--large family effects and small school effects --has spread throughout the world. (5) Moreover, studies that have sought to identify effects of specific dimensions of teacher quality and other school inputs on academic achievement have produced decidedly mixed results for both developed and developing countries. (6) For example, Hanushek has argued that US-based research yields no systematic evidence that teacher education, experience or salaries affect student performance. (7) Other studies have found stronger evidence of positive school and teacher effects on learning and labour market outcomes (8) In developing countries, a number of studies have found that teacher education and experience, as well as basic material resources do affect achievement, but other work has presented a mixed verdict on teacher and school effects. (9) Limited Definition of Quality One problem with these studies has been the narrow conceptualisation of teacher quality. Too often, teacher quality has been conceptualised simplistically, as easy-to-measure background factors thought to be linked to productivity such as teacher education or training, teacher salary or teacher experience. While identifying a mix of easy-to-measure and easy-to-manipulate inputs has a great deal of theoretical and policy appeal, the lack of consistent findings suggests the value of exploring alternative approaches. …

This study investigates the interplay between teacher competency, teacher engagement, job satisfaction, and the moderating role of teacher-student interaction among public high school teachers in the Binmaley 1 District, Philippines. The primary aim was to explore how these factors contribute to teachers’ overall job satisfaction, a critical determinant for retention and performance in the education sector. Teacher competency, including expertise in subject knowledge, teaching methods, and classroom management, was positively correlated with job satisfaction. Teachers who felt confident in their skills reported higher satisfaction, highlighting the importance of professional development in improving teaching effectiveness. Teacher engagement, characterized by enthusiasm, dedication, and motivation, was also a significant predictor of job satisfaction. Teachers who were more engaged in their work, including making an effort to improve their teaching practices and staying energized by their roles, experienced greater satisfaction. Furthermore, the study identified teacher-student interaction as a key moderating factor. The analysis revealed that positive interactions with students not only contributed independently to job satisfaction but also amplified the positive effects of both teacher competency and engagement. Hierarchical regression analysis demonstrated that teacher competency alone accounted for a substantial variance in job satisfaction, but the inclusion of teacher-student interaction significantly improved the model, highlighting its role in enhancing the relationship between teaching practices and satisfaction. Similarly, teacher engagement showed a strong direct effect on job satisfaction, which was further enhanced by the quality of teacher-student interactions. Overall, the findings emphasize the importance of ensuring positive teacher-student relationships, enhancing teacher competency, and promoting teacher engagement to improve job satisfaction. These insights are crucial for policymakers and educators aiming to improve teacher well-being, professional development, and the overall quality of education in the Philippines.

One salient feature of classroom processes that has been shown to be a key support for students’ academic performance is the dosage of, or exposure to, academic content. The effects of dosage are presumed to accumulate as students are exposed to content over time. The present study examines associations between students’ academic skills at the end of first grade and average exposure to content in classroom teaching across three grades—pre-k, kindergarten, and first grade —for a diverse sample of students from low-income households (White = 5%, Black = 11%, Hispanic = 77%, Other = 7%; English at home = 19%, Spanish at home = 56%; other language at home = 25%). Also examined is the extent to which such associations with academic outcomes are conditioned by the rigor of academic content and quality of teacher-student interactions. 1,220 children were followed from public pre-k through first grade (mean age = 55 months old at the start of pre-k, SD = 3.5). Analyses adjusting for family, classroom, and child factors as well as performance at the start of pre-k find that more instructional time on literacy and language content across pre-k to first grade is beneficial for students when coupled with high-quality teacher-student interactions over that span. No significant associations with classroom process variables were detected for math outcomes. Implications of these findings for instructional practice, professional development, and quality improvement initiatives are discussed.

Low socio-economic status (SES) is a persistent risk factor for educational attainment. Parent expectations and student's academic self-concepts contribute to this link; however, few studies have examined how changes in these constructs over time contribute to SES gaps in attainment and how teachers may buffer against the consequences of these changes. We examine SES differences in (a) changes in parent expectations and academic self-concepts from primary to secondary school and (b) interactions between teacher-student interaction quality and parent expectations to uncover the role these processes play in SES differences in attainment. Using the Growing Up in Ireland cohort (N = 5190), children reported on their academic self-concepts (9 and 13 years); quality of teacher interactions (13 years); and third-level attainment (20 years). Primary caregivers reported on their educational expectations and SES (9 and 13 years). From 9 to 13 years, children from low SES families experience a steeper drop in academic self-concept and no rise in their parents' expectations compared with their high SES peers. Both initial levels and changes in children's self-concepts and parents' expectations predicted attainment, with parents' expectations a stronger influence in low SES families. Teacher-child interactions at age 13 moderated the effect of parents' expectations on attainment; however, this was cumulative for low SES children and compensatory for high SES children. We discuss how findings regarding these developmental processes can be used in school policy and practices aimed at addressing SES differences in educational attainment.

This paper explores the question "How might teacher education live well in a changing world?" through the lens of a particular course, "Interprofessional Practice in a Community Setting," offered at the University of Calgary during the 2005-2006 academic year. This action research project was inquiry-based and grounded in reflective practice driven by the essential question "what is the meaning and nature of inter-professional practice?" Details of the community-based projects were negotiated between the student project-based teams and the community liaisons. The students learned about interprofessional practice through their own experiences within their project team, their observations in the community. as well as through in-class discussions. This article takes up the reflections and observations through the experiences of the education students who chose to participate in this unique course offering.

To meet the requirements of the 21st century school, it would therefore seem necessary to rethink how mental health is organized and particularly within the physical learning environment. This has been done in Quebec, Canada, where ‘flexible’ seating allow students to choose where they sit and work during the day. Student-student and student-teacher exchanges also have an impact on the mental health of children in school. Indicators of mental health were studied among 107 students in three flexible seating group and three fixed seating group. Two models were created based on gender, and Student T-tests were used for two databases. Another database for teachers was analyzed descriptively by group. Girls in the flexible seating group had lower scores for internalizing problems, inattention/hyperactivity, school problems, and emotional symptoms compared to girls in the fixed seating group. For boys, there was a decrease in school problems alone and an increase in the other variables. For teachers, there was an upward trend in median scores in the flexible seating group. In general, classroom layout appears to have played a role in the students’ school mental health and a particularly beneficial role for girls. In practice teachers should consider that some of their students may not feel comfortable in a flexible layout. More support and help from the teacher to these students could help them to cope with the changes brought by flexible seating. Beyond the students’ comfort, for teachers, this would allow them to meet their students’ needs through differentiated instruction and differentiated learning.

One year after participating in the Research-based, Developmentally Informed (REDI) intervention or "usual practice" Head Start, the learning and behavioral outcomes of 356 children (17% Hispanic, 25% African American; 54% girls; Mage =4.59years at initial assessment) were assessed. In addition, their 202 kindergarten classrooms were evaluated on quality of teacher-student interactions, emphasis on reading instruction, and school-level student achievement. Hierarchical linear analyses revealed that the REDI intervention promoted kindergarten phonemic decoding skills, learning engagement, and competent social problem-solving skills, and reduced aggressive-disruptive behavior. Intervention effects on social competence and inattention were moderated by kindergarten context, with effects strongest when children entered schools with low student achievement. Implications are discussed for developmental models of school readiness and early educational programs.

Education Academy which aimed at mapping the research base around the student learning experience in higher education (HE). The project aimed to 1) provide an overview of the ways in which the student learning experience in HE has been and is conceptualised; 2) provide an overview of interventions aimed at producing a more effective learning experience; and 3) review the methodological approaches adopted to investigate the student learning experience. The paper outlines the review approach adopted by this project and presents an analytical map in which reviewed studies are categorised in terms of the methods they adopt and the area of investigation. Selected findings in the areas of inventory-based studies, assessment and feedback and teaching, curriculum and learning environments are discussed. The project identified a large, but broad, heterogeneous and somewhat scattered research base, dominated by a tradition of studies using inventory methods, and otherwise by small and localised studies often conducted by practitioners researching their own subject areas. The paper concludes with a discussion of the strengths and weaknesses of the project's methods, and recommendations for developing the student learning experience research base in the future.

<div><p><em>Teaching practice is an integral component of teacher training in Kenyan universities. Teaching practice in Kenyan universities is organized in the schools of education and is mandatory for all students who pursue education. Students go out to real classroom environment for a whole term (approximately 14 weeks).This activity grants student teachers experiences in the real teaching and learning environment. This paper looks at the students’ experiences and its impact on their perception of the teaching profession and also assesses the challenges that students encounter while in the schools that they are attached for teaching practice. The sample was drawn from third year student teachers from the University of Eldoret who had done teaching practice. A survey design was used and a quantitative questionnaire was administered to 100 student teachers. The findings of this research indicate that students’ experiences had an impact on their perception of the teaching profession and they did experience challenges while on teaching practice. Based on the findings of this study recommendations are given on how to improve students’ perspective and challenges.</em></p></div>

The study explores the affective domain of teacher student relationships. Here produced a synthesis of information that guides a classroom teacher in the development and maintenance of teacher relationships with their students. The resulting analysis and interpretation provided a description of major themes that developed regarding strong teacher student relationships, as well as, specific components to the interactions considered essential for the student’s learning environment. The outcome of this study is an account of experiences and procedures that guide the development and maintenance of relationships between a teacher and the students. Based on the findings, of the study represent an interpersonal framework for the learning environment. Conducting this study was to provide more specific examples of and empirical findings for how teacher student relationships are created. Identifying specific factors associated with teacher student interactions could provide valuable information to an educational learning community. Implications for how these findings can impact the learning environment at secondary level in Bangladesh]

The research deals with theoretical and methodological policy-making problems with regard to changes in the teaching and learning environment. In the conditions of the rapidly globalizing world and in the course of change processes in education the learners’ community encounters new challenges. Emerging trends of lifelong learning necessitate to conceptually rethink and theoretically ground goals and objectives of the policy of changes in the teaching and learning environment, arising to the system of education, draw new or revise guidelines of the strategy of its formation and implementation. Looking for new ways of formation and implementation of policy of changes in the teaching and learning environment, it is particularly important to fully perceive the context of its functioning, to adequately assess the type and scope of new objectives arising to it, and to reflect on contexts of manifestation of new trends in the teaching and learning policy. The article deals with issues of the policy of changes in the teaching and learning environment in two key aspects. First, it is aimed to disclose links between theoretical discourse and the current policy of the teaching and learning environment, demonstrating how the postmodern shift in education transforms the conceptual model of the teaching and learning environment. Second, it is sought to discuss the state of the current discourse on changes in the teaching and learning environment in Europe and Lithuania, analysing how various preconditions for changes function in the public domain of the educational policy and in the educational area, and the type and content of their manifestation. The shift of scientific thinking to the area of narration about change processes visualized the discursive narrative. This originates from the refusal of essentialist concepts of politics, which directly led to political deconstruction-reconstruction procedures of changes in the teaching and learning environment. Key words: discourse, policy of changes, contextual analysis, educational environment of teaching and learning, new trends, praxeology, educational policy.

This paper provides a preliminary picture of teacher–student interaction in Korean senior high schools. In order to do this, the Questionnaire on Teacher Interaction (QTI) was translated into Korean and administered to 439 students (99 science-independent stream students, 195 science-oriented stream students and 145 humanities stream students). Based on the results from this survey, interviews with some students and teachers were also carried out and three science classrooms were also observed. It was found that the teacher–student interactions in Korean senior high school science classrooms reflect the general image of the youth-elder relationship in society as well as the senior high school's unique nature – portraying a scene of ‘directing teachers and obeying students’. It was also found that students experience unique interactions in their science classrooms with their particular teachers. It was considered that this difference comes from the overlapping of a teacher's personal characteristics with the nature of a stream (e.g., curriculum, expectation towards the students in that stream). This article reports part of a larger study conducted with Korean senior high school students and teachers. The aim of the main study was to investigate three different aspects of the high school science classroom environments in Korea, namely, the degree of implementation of constructivism, the pattern of teacher–student interactions, and the learning environment in laboratory classes. Based on the realisation that teacher–student interactions have not been systematically dealt with especially at the senior high school level in Korea, this article pays particularly attention to this aspect. The intention was also to provide useful insights for improving the current situation in senior high school science classrooms in Korea.

Action of Student–Resident Interaction During a Surgical Clerkship