TEACHER-CHILD INTERACTIONS IN ELEMENTARY SCHOOL CLASSROOMS: QUALITY INDICATORS

Authors

  • Joana Cadima Universidade do Porto, Portugal
  • Teresa Leal Universidade do Porto, Portugal
  • Joana Cancela Universidade do Porto, Portugal

DOI:

https://doi.org/10.21814/rpe.3039

Abstract

Recent research has highlighted the importance of the classroom processes to student performance. Accordingly, educational resources, such as the curricula and teacher training, although important, are not considered enough to guarantee student learning. On the other hand, it is increasingly acknowledged that the early elementary school years are crucial for later academic success. This paper presents a synthesis of recent research regarding the elementary classroom processes that are positively associated to student learning, as well as a conceptual model, the Classroom Assessment Scoring System (CLASS; Pianta, La Paro & Hamre, 2008), which organizes teacher-child interactions into three major domains: instructional, organizational and emotional. Based on these assumptions, implications for the educational system are discussed.

Keywords
Teacher-child interactions; Elementary school; Instructional support; Classroom management; Socioemotional support

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How to Cite

Cadima, J., Leal, T., & Cancela, J. (2011). TEACHER-CHILD INTERACTIONS IN ELEMENTARY SCHOOL CLASSROOMS: QUALITY INDICATORS. Portuguese Journal of Education, 24(1), 07–34. https://doi.org/10.21814/rpe.3039

Issue

Vol. 24 No. 1 (2011)

Section

Artigos

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