Classroom teaching can be conceptualized as a series of pedagogical interactions. Functional interactions represent the core of high-quality teaching with beneficial effects for both students and teachers, whereas dysfunctional interactions entail various disadvantages. Previous teaching research has generated essential knowledge about such classroom processes (e.g., Praetorius et al., 2020). However, not all findings are consistent, and many effect sizes are smaller than expected. Thus, more empirical evidence is needed, e.g., how functional interactions can be fostered, and dysfunctional ones prevented. Yet research faces significant challenges because pedagogical interactions are complex, perspective-dependent phenomena: teachers and students experience classroom events subjectively, and their experiences influence the course of events, e.g., teacher expectations affecting student learning (Pygmalion effect). Addressing these challenges, the INTAKT study investigates the quality of pedagogical interactions in secondary school classes. This presentation examines the research questions: (1) How can pedagogical interaction quality be operationalized and measured? (2) How do teachers, students, and external observers perceive interaction quality in secondary school classrooms?

The INTAKT study analyses pedagogical interaction quality from teachers’ and students’ internal perspective (survey) and from an external perspective (observation). This design aims at identifying differences in perspective and controlling for rater effects. Based on a 2*3*3 taxonomy (Eckstein et al., 2024), new scales were operationalized to measure distinct features of pedagogical interaction quality. Drawing on existing instruments (e.g., CLASS by Pianta et al., 2012), observation scoring sheets and questionnaires were developed. Each indicator was worded in parallel for teachers, students, and observers to ensure consistent meaning across perspectives. In a pilot study, researchers evaluated pedagogical interaction quality in 16 secondary school classes by observing two regular lessons. In a subsequent lesson, the 16 teachers and all students with parental permission (N = 209, Mage: 14.41 years) also evaluated interaction quality via online survey. Descriptive analyses provided each teacher with a personalized report on interaction quality in their class. To illustrate these reports in anonymized form, two virtual classes were compiled by averaging data from the three classes with the lowest and highest observer scores ("Low 3" vs. "Top 3"). Ongoing confirmatory factor analyses examine the scales dimensionality, consistency, and measurement invariance between raters.

Most features of pedagogical interaction quality were evaluated as medium to high in most classes by all three perspectives. Comparatively low ratings were given for student behaviors (e.g., "Discipline"). Between-class differences suggest different profiles of interaction quality, exemplified by the comparison of classes “Low 3” and “Top 3.” Within-class differences illustrate that interaction quality is perceived and evaluated subjectively by different perspectives; in-depth analyses suggest that students reported higher scores than teachers – on both functional and dysfunctional features. Preliminary results of the ongoing factor analyses indicate which scales align well with the theoretical framework and which may require further refinement.

Preliminary results of the ongoing factor analyses indicate which scales align well with the theoretical framework and which may require further refinement.

Overall, this pilot study demonstrated that INTAKT’s multiperspective design is suitable to investigate the quality of pedagogical interactions. The descriptive findings showed that the new instruments measure pedagogical interaction quality with high face validity. Results of the ongoing factor analyses are expected to help improve the scales’ quality. A limitation is that the pilot study’s sample was not representative, which is why differences between and within classes are reported in absolute values and effect sizes, but without inferential statistics. This will be done in the forthcoming INTAKT main study.

One theoretical and practical approach that has proven effective in assessing and improving the quality of classroom interactions is the Classroom Assessment Scoring System (CLASS®), developed by Pianta et al. (2008). The CLASS® model identifies three domains that describe teacher-student interactions in support of learning: Emotional Support, Classroom Organization, and Instructional Support. The CLASS® model is associated with a structured observation method used to evaluate classroom interactions. In addition to its evaluative purposes, the CLASS® instrument can also be used to provide formative feedback to teachers, aimed at improving specific aspects of their teaching strategies.

As part of a research-training project focused on the school adjustment and socio-emotional development of highly sensitive pupils we organised a teacher training course on the topics of high sensitivity and the quality of interactions at school for 11 second-grade teachers of the Canton Ticino. Before and after the training, we used the CLASS® observation tool to assess the quality of classroom interactions in their 10 second-grade classes (N= 167 pupils). After each observation we provided personalized feedback on the three observed domains. Furthermore, the training served as basis for the development and implementation of specific teaching activities pertaining to one or more domains of the CLASS® measure aimed at enhancing and promoting pupils’ adjustment and wellbeing, with a particular eye on highly sensitive children. If requested, participants had the opportunity to request an intermediate bilateral meeting to support them in the realisation of their teaching and educational practices in the classroom or for any doubts they wished to discuss with a project trainer. To monitor the project progress, the teachers filled out a journal throughout the implementation of the activities in which they also kept track of the effectiveness of the interventions. At the project’s end, semi-structured interviews were conducted to gauge the participants' perception of the training’s effectiveness and their satisfaction.

From this initial experience, it became clear that external observation and structured support were critical elements in fostering teachers’ awareness, engagement, and perceived effectiveness in their work. In fact, teachers involved in the project highlighted how the observation, training, and supervision provided were useful in improving their classroom practices. This contribution aims at illustrating the relevance and usefulness of using the CLASS® measure in teacher training and in designing interventions to support the promotion of a positive and supportive classroom environment for all, as well as for highly sensitive, children. Concrete examples of how to use CLASS® to inform and support teachers in their practice and in promoting quality classroom interactions will be provided. Examples of activities developed by teachers within the project and some qualitative feedback on the training experience will also be presented.

The purpose of the current study was to enhance the quality of classroom interactions (CI) in inclusive classrooms because high-quality CI promote academic and psycho-social development of all students in regular classrooms (Hamre & Pianta, 2005). The Teaching Through Interactions Framework postulates three domains of CI: Emotional Support, Classroom Organization, and Instructional Support (Hamre et al., 2013). Research has shown that high-quality CI buffer negative effects of developmental and socio-economic childhood risk-factors on academic and psycho-social outcomes (Hamre & Pianta, 2001, 2005). Therefore, high-quality CI seem crucial for inclusive education. In inclusive classrooms, CI have often to be considered as interactions between classroom teachers, special educational needs teachers (SEN-teachers) and the students. Effective collaboration between the classroom teacher and the SEN-teacher is key for the functioning of inclusive classrooms (Grosche & Moser Opitz, 2023). However, to date, it is not clear what collaborating teachers should focus on to make the most out of it. Potentially, effective collaboration and resulting effective inclusive instruction can be achieved through a shared perspective on CI. Therefore, the current study investigates whether and how the quality of CI in inclusive classrooms can be intentionally developed by teaching teams, that is, by collaborating classroom teachers and SEN-teachers.

In a cluster-randomized controlled trial with three measurement occasions and a one-year follow-up, we scrutinized whether the quality of CI can be enhanced through a video-based coaching intervention in inclusive classrooms. A total of 64 inclusive 3rd to 6th grade classrooms, from 14 German-speaking cantons of Switzerland, with 1187 students participated. The classroom teacher and the SEN-teacher participated as a team in the study. 33 teaching teams participated in an adapted version of the video-based MyTeachingPartnerTM(MTP)-Coaching (Pianta et al., 2018), which has been designed to intentionally enhance the quality of CI. They conducted eight two-to three-week video-based coaching cycles. The remaining 31 teaching teams served as an active control group. They analyzed their CI based on videos of their lessons as well. However, they were not supported by a coach and reflected on their CI in a collegial setting alongside a guiding manual. At every measurement occasion the quality of CI was quantitatively assessed using the Classroom Assessment Scoring System – Upper Elementary (Pianta et al., 2012). We examined the change in the quality of CI over all measurement occasions and the one-year follow-up using mixed multilevel modelling with random intercepts and slopes for measurement occasion, controlling for classroom composition and teacher characteristics.

The results show a small but significant interaction of time and group (b = 0.23, p < 0.05), indicating that the overall quality of CI increased more over time for the intervention group, compared to the control group. Post-hoc analyses for the individual groups revealed that only the intervention group displayed a significant increase in CI over time (b=0.21, p < .01). In contrast, the control group did not change significantly in the quality of CI over time (b=-0.04, p =.52).

The current paper shows that the quality of CI was estimated to increase steadily until one year after the intervention with the MTP-coaching. However, this increase was not present in the active control group. This indicates that the adapted version of the MTP-coaching is a sustainable method to increase the quality of CI. We will discuss the potential reasons why the intervention has favorable effects on the quality of CI, and we will also give insight in how these findings can be used to develop effective inclusive education policies. This study has the potential to impact not only inclusive instruction, but also teacher education and professional development.

Students with Special Education Needs (SEN) often feel less included in inclusive classrooms (DeVries et al., 2018). The purpose of the current study was to examine the possible influence of the intervention MyTeachingPartnerTM (MTP) on the perception of inclusion. Feeling included at school has a positive influence on children's development (Berndt, 2002; Hagenauer & Hascher, 2014; Tipton et al., 2013). Inclusion at school can be categorised into three aspects Emotional Inclusion, Social Inclusion, and Academic Self-concept (Venetz, 2015). Current research revealed that these three aspects of inclusion influence students' engagement, self-esteem, learning, and academic performance to a great extent (Goetz et al., 2006; Guay et al., 2003; Hagenauer & Hascher, 2014; Liem & Martin, 2011). To be able to support students’ feeling of inclusion influential factors need to be understood. We suggest that the quality of classroom interactions might be an influential factor. The Teaching Through Interactions Framework (Hamre et al., 2013) postulates three domains of interaction quality in classrooms: Emotional Support, Classroom Organization, and Instructional Support (Hamre et al., 2013). The intervention MTP aims to increase the interaction quality in inclusive classrooms. The current literature emphasises the importance of high-quality interactions to minimise negative effects of developmental and socio-economic risk factors on academic and psychosocial outcomes (Hamre & Pianta, 2001, 2005).

However, findings about direct or indirect effects of interventions on perceived inclusion are lacking. Therefore, the aim of this study is to detect possible influences of the intervention MTP on the feeling of inclusion. This study investigates whether and how MTP influence perceived emotional inclusion, social inclusion, and academic self-concept of students with and without SEN. To uncover these influences factors, the data of 69 inclusive classes who took part in a longitudinal, randomised control study, was analysed. 1293 children (48.4 % girls, 51.6% boys), 22 (1.6%) from 3rd to 6th grade classrooms took part in the study. From these students have 373 (28.9%) a SEN status. The feelings towards inclusion were assessed with the Perception of Inclusion Questionnaire (PIQ) (Venetz et al., 2015). To assess classroom interaction quality, lessons were filmed and assessed quantitatively using the Classroom Assessment Scoring System – Upper Elementary (Pianta et al., 2012).

Preliminary results of Multi-level Structural Equation Modelling analysis show significant positive interaction effects of Interaction Quality on inclusion for students with SEN. Furthermore, an increase in Classroom Interaction Quality was found for the MTP-Coaching. Therefore, we expect a positive effect of MTP on perceived inclusion of students with SEN.

The current study examines the potential influence of MTP on the perception of inclusion in inclusive classrooms. We will discuss potential explanations for these preliminary results. To sum up, this study might provide a starting point to enhance perceived inclusion in inclusive classrooms.