In this article, we explain how our inquiry worldview informs one methodological approach we have used to better understand classroom processes and change, State Space Grids (SSGs). We describe our approach to measuring a fundamental classroom process, that of teacher–student interaction, and its influence on a valued educational outcome, student engagement. Drawing from Complex Dynamic Systems theory, we illustrate the affordances of SSGs to study stability and change in teachers’ observed instructional practices in relation to students’ observed engagement. Examples from observed interaction over 3 years in two classrooms show that SSGs enabled us to analyze how and why particular teacher–student “systems” developed, producing optimal and non-optimal patterns for student engagement. Conclusions involve the benefits of SSGs for our research questions and research in educational psychology.

在本文中，我们解释了我们的探究世界观如何为我们用来更好地理解课堂过程和变化的一种方法论方法，即状态空间网格（SSG）。我们描述了一种测量课堂基本过程，师生互动方式及其对有价值的教育成果，学生参与度的影响的方法。从复杂动力系统理论出发，我们说明了SSG的能力，以研究稳定性和教师观察教学实践相对于学生观察参与度的变化。在两个教室中，经过3年观察到的交互作用的例子表明，SSG使我们能够分析特定的师生“系统”的发展方式和原因，从而为学生的参与提供了最佳和非最佳的模式。