Classroom dyadic interaction: Factor structure of process variables and achievement correlates

Obtained data from 28 2nd- and 3rd-grade teachers who were consistent in obtaining student achievement gains on the Metropolitan Achievement Test. 21 dyadic interaction process variables obtained from the Texas Teacher Effectiveness Project Coding System were entered into factor analyses which showed more congruence between the factor structures of the whole-class contexts (morning and afternoon) than between those data subsets and reading group factors. Resulting factor scores were correlated with achievement criteria. Although significant correlations were few in number, the data suggest that in higher socioeconomic status classes, verbal praise was particularly ineffective; also, successful teachers in lower social status classrooms interacted privately with students (instead of during public discussions). Effective teachers in lower and higher social status classes placed an emphasis on fast-paced activities during reading groups.