 Building on elementary students’ perceptions to promote positive classroom interactions: Development and validation of a questionnaire 
Classroom interactions influence the educational success of all students. The Teaching Through Interactions framework (Hamre & Pianta, 2007) defines interactions between students and teacher according to three domains and ten dimensions. Although a validated observation tool can be used to draw a portrait of classroom interactions, it does not provide information on student perceptions which have been identified as a key component of inclusive pratices. Therefore, a questionnaire was developed and validated to portrait classroom interactions as perceived by Quebec students in grades 4, 5 and 6 (n = 574, 53% girls). Analysis suggest that the questionnaire is valid, although somes nuances must be considered. Internal consistency reliability are good on all three domains (α > 0,8) while they are questionable to acceptable on the dimensions (0,51 < α < 0,78). Confirmatory factor analysis support the theoretical model based on 3 domains and 10 dimensions (X 2 /dl < 5, IAC > 0,8, RCMEA < 0,6). Student responses suggests that they have favorable perceptions of their classroom interactions for all three domain (3,87 < M < 4,04 on a 5 points score) and indicate that ‘Regard for Student Perspectives’ is the weakest dimension. These results suggest that the questionnaire is a valid and useful complementary tool for teachers and other school stakeholders to guide them on specific intervention targets to foster classroom interactions, based on students’ school experience.