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ERIC Number: EJ1255072
Record Type: Journal
Publication Date: 2019
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0749-4025
EISSN: EISSN-2376-6670
Teacher-Child Relationships and Interactions in Third-Grade Science Lessons
Bulent Kocyigit; Ithel Jones
Journal of Classroom Interaction, v54 n1 p40-59 2019
This naturalistic observational study examined teacher-child interactions in a third-grade science classroom. Of interest was the extent to which the quality of teacher-child relationships was associated with various categories of interaction, and students' understanding of science concepts. Teacher-child relationships of an intact class of 17 third-grade students were measured using the Student Teacher Relationship Scale (STRS). A series of science lessons were audio/video recorded, transcribed, and all interaction coded into one of 12 categories. Students' understanding of science concepts was measured using teacher administered pre-, and posttests. The analyses identified gains in students' understanding of the science content, and a positive correlation between teacher-child relationships and the quality and quantity of their classroom interactions. The findings are discussed in terms of the importance of teacher-child relationships in shaping classroom talk and dialogue patterns during science instruction.
University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 3; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Student Teacher Relationship Scale
Grant or Contract Numbers: N/A