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Teaching Through Interactions framework

Research Method · All research methods
Evidence · 1 claim (1 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The review adopts the Teaching Through Interactions (TTI) framework as its organizing model for classroom-level interaction quality, integrating attachment theory and self-determination theory. As the review states, "The TTI-framework includes three broad domains; instructional support, classroom organization, and emotional support (Hamre et al., 2013)." Instructional support covers promoting inquiry, learning formats, quality feedback, and instructional dialogue; classroom organization covers behavior management, routines, and maximizing learning time; emotional support covers positive climate, sensitivity, and regard for student perspectives. The review uses these domains to structure its synthesis of interaction-SRL associations.

Accounts

  • Teaching Through Interactions framework: three domains of classroom-level teacher-student interaction quality: The review adopts the Teaching Through Interactions (TTI) framework as its organizing model for classroom-level interaction quality, integrating attachment theory and self-determination theory. As the review states, "The TTI-framework includes three broad domains; instructional support, classroom organization, and emotional support (Hamre et al., 2013)." Instructional support covers promoting inquiry, learning formats, quality feedback, and instructional dialogue; classroom organization covers behavior management, routines, and maximizing learning time; emotional support covers positive climate, sensitivity, and regard for student perspectives. The review uses these domains to structure its synthesis of interaction-SRL associations. (Niels J. de Ruig et al. (2023))
  • Teaching Through Interactions (TTI) framework: three domains of teacher–student interaction: The TTI framework conceptualizes teacher–student interaction as comprising three domains of teacher support: emotional support, classroom organization, and instructional support. Emotional support promotes motivation and security, classroom organization organizes students' behavior, time, and attention, and instructional support comprises teachers' facilitation of learning opportunities. The article states that "TSI can be conceptualized as comprising three domains of teacher support for student development and learning: emotional support, classroom organization, and instructional support," and uses this framework to structure both the INTERACT intervention topics and the outcome measures. (Ertesvåg et al. (2026))

Claims

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Key Sources

  • Niels J. de Ruig, Peter F. de Jong, Marjolein Zee. (2023). Stimulating Elementary School Students' Self-Regulated Learning Through High-Quality Interactions and Relationships: A Narrative Review. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09795-5
  • Ertesvåg, S. K., Vaaland, G. S., Tvedt, M. S., Virtanen, T. E., Idsoe, T., Panayiotou, M., Lerang, M. S., Sølvik, R. M., & Lerkkanen, M.-K. (2026). Teacher coaching in upper secondary school: Examining the effects on teacher–student interaction and student engagement. Journal of Educational Psychology, 118(1), 118-137. https://doi.org/10.1037/edu0000986
Page metadata
Field Value
type research-method
id teaching-through-interactions-framework
title Teaching Through Interactions framework
description The review adopts the Teaching Through Interactions (TTI) framework as its organizing model for classroom-level interaction quality, integrating attachment theory and self-determination theory.
status review
generated by process:settle-candidates on 2026-10-19
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