Relations between teacher–student interactions and mathematics instruction over one year

Using extant fifth-grade teacher observation data, we investigate the following questions:
(1) Do quality DN practices at the start of a fifth-grade school year relate to higher DS practices at the end of the year?
(2) Do early, quality DS practices relate to later, higher use of DN practices? Specifically, we investigate relations between emotional support and mathematical discourse, instructional support and mathematical tasks, and classroom organization and mathematical coherence.

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