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Teacher student interaction: A case study
Educational Studies in Mathematics, 1987This study is concerned with possible differences in interaction patterns between teachers and certain groups of students: high and low achievers, and boys and girls. Detailed and comprehensive records of all verbal teacher-student interactions, both public and private, were obtained through videotaping a grade 6 class in three different settings ...
Gilah Leder
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Understanding Strategies of Teacher-Student Interaction
, 2016 In this chapter, we discuss the application of teaching strategies as a vehicle for investigating teacher immediacy in the online environment. Through the presentation of a descriptive case study, the chapter explores the theoretical perspective of strategies that intend to reduce psychological distance in the online environment.
Kille, Tarryn L.
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Student Knowledge Prediction for Teacher-Student Interaction
Proceedings of the AAAI Conference on Artificial Intelligence, 2021The constraint in sharing the same physical learning environment with students in distance learning poses difficulties to teachers. A significant teacher-student interaction without observing students' academic status is undesirable in the constructivist view on education.
Seonghun Kim +5 more
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Emotional identification with teacher identities in student teachers’ narrative interaction
European Journal of Teacher Education, 2013 The paper suggests that narrative interaction in student teacher peer groups is an important context for emotional identification with culturally available teacher identities. It addresses issues pointed out as problematic in research on teacher identity
Marie Karlsson
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A Platform for Tracking Teacher-Student Interaction
2020The value and effectiveness of office hours held by faculty and other staff members involved in student mentoring (e.g., advisors and tutors) has been investigated by several studies that have demonstrated that One-On-One (1:1) interaction, whether in person or via remote communication tools, has significant impact on academic success.
Nicholas Elleman, Nicholas Caporusso
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Teacher/Student Interaction Analysis
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 1989In education, there are many occasions where it is important to observe and evaluate teacher/student interactions. One of the most common methods is direct observation. The Teacher/Student Interaction Analysis was developed to supply direct observation data on the number and kinds of teacherlstudent interactions and provide a temporally based visual ...
George Sugai, Timothy Lewis
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Policy Insights from the Behavioral and Brain Sciences, 2015
An increasingly robust science of classroom processes identifies teacher–student interactions as a key asset for improving student learning and development. Observational methods to assess interactions are proving useful in both research and application, used as the basis for professional development models, specifically coaching, that improve both ...
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An increasingly robust science of classroom processes identifies teacher–student interactions as a key asset for improving student learning and development. Observational methods to assess interactions are proving useful in both research and application, used as the basis for professional development models, specifically coaching, that improve both ...
openaire +1 more source
Patterns of contingent teaching in teacher–student interaction
Learning and Instruction, 2011The present study aimed at investigating the process of scaffolding in a naturalistic setting with focus on a key aspect of scaffolding, namely contingency. Three Social Studies teachers in innovative prevocational schools were observed and interviewed.
van de Pol, J.E. +2 more
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2001
In chapter four we observed Chester and his chums engaged in an attempt to count up in twos. Their efforts, however, were not without a little confusion and mischief. Having started with 2, 4, 6, 8, they had somehow reached 27 to be followed by 29, 30, 32 (written as 23), 25, 45, 70, 46, 16, 17, 19. Whilst some seemed to be trying to throw the activity
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In chapter four we observed Chester and his chums engaged in an attempt to count up in twos. Their efforts, however, were not without a little confusion and mischief. Having started with 2, 4, 6, 8, they had somehow reached 27 to be followed by 29, 30, 32 (written as 23), 25, 45, 70, 46, 16, 17, 19. Whilst some seemed to be trying to throw the activity
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THE UNCONSCIOUS IN TEACHER/STUDENT INTERACTION
Revista Gênero e InterdisciplinaridadeIn the contemporary context, marked by accelerated social transformations, growing cultural diversity and unprecedented challenges for the educational field, it becomes increasingly urgent to reflect on the subjective dynamics present in school institutions.
Adelcio Machado dos Santos +2 more
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