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Relevant bibliographies by topics / Interaction between teacher

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Academic literature on the topic 'Interaction between teacher'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Interaction between teacher"

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Macdonald, Doune. "The Relationship between the Sex Composition of Physical Education Classes and Teacher/Pupil Verbal Interaction." Journal of Teaching in Physical Education 9, no. 2 (1990): 152–63. http://dx.doi.org/10.1123/jtpe.9.2.152.

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This study examined the relationship between the sex composition of physical education classes and teacher/pupil interactions. Eighteen Grade 9 or 10 hockey lessons were videotaped and verbal interactions were coded using a modified interactional analysis observation system. All teacher/pupil interactions were classified into one of six categories and the relative frequency of each interactional type was compared as a function of the class composition and the sex of the teacher using nonparametric analyses of contingency. To account for variations in lesson duration, interaction rates were also computed and compared between groups using analysis of variance. The results showed that female teachers gave proportionally more skill based interactions than did male teachers in mixed-sex and in all-girls classes. In mixed-sex classes, boys had a greater proportion of verbal interactions as well as more positive interactions with the teacher than girls did. To gauge the perceptions and attitudes of teachers and students toward stereotyping in physical education, interviews were conducted with the teachers and all pupils completed a standardized 35-item questionnaire. Most girls (90%) did not perceive boys as being favored, but 43% felt that teachers expected boys to perform skills better than girls. A greater percentage of boys (63%) than girls (48.5%) agreed that physical education in schools should be made more important.

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Bischoff, Judith A., Sharon Ann Plowman, and Lawrence Lindenman. "The Relationship of Teacher Fitness to Teacher/Student Interaction." Journal of Teaching in Physical Education 7, no. 2 (1988): 142–51. http://dx.doi.org/10.1123/jtpe.7.2.142.

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The purpose of this study was to determine the relationship between teacher fitness and teacher/student interaction in the classroom. Eighteen experienced high school teachers volunteered as subjects. Subjects were divided into high-fit (HF) and low-fit (LF) categories by comparison with norms for their age and sex in sit-ups, sit-and-reach, percent body fat, and maximal aerobic power. Teacher/student classroom interaction was evaluated by coding audiotapes with the verbal portion of Cheffers’ Adaptation of Flanders’ Interaction Analysis System (CAFIAS). It was revealed that HF teachers spent less time asking questions and more time giving directions than LF teachers. Teachers initiated talk more in the morning, especially on Monday, and students talked more in the afternoon, especially on Friday. Students initiated more talk in the afternoon and were more unpredictable and noncontent oriented in both their initiated and responding behavior in the afternoon. There were no significant interactions between fitness level, day, and time. The current evidence does not support the hypothesis that physically fit teachers are clearly distinguishable from unfit teachers in terms of teacher/student interaction.

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Roller, Cathy M. "Teacher-Student Interaction during Oral Reading and Rereading." Journal of Reading Behavior 26, no. 2 (1994): 191–209. http://dx.doi.org/10.1080/10862969409547845.

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In this article I report six case studies of interactions between less proficient readers and their teachers during oral reading and rereading. The questions were: Does children's reading accuracy determine teacher-student interaction patterns? Are there additional factors that explain differential interaction patterns? I determined whether the focus of teacher-student interactions shifted from decoding to meaning as accuracy rates improved with successive readings. Results indicated that a clear shift to a meaning focus occurred for one of five cases for which there were data. In the remaining cases, teacher-student interaction did not shift from decoding to meaning as accuracy improved. In one case, accuracy remained below a threshold level for achieving a meaning focus. For the others, the decoding focus decreased as accuracy improved but the shift from decoding did not lead to a focus on meaning. Children's control of meaning and teachers' focus on fluency goals, were influenced by the teachers' pursuit of alternative instructional goals. Accuracy was a critical factor in achieving meaning-focused teacher-student interactions in these case studies; however, the nature of text material and teachers' instructional goals also influenced the nature of teacher-student interactions.

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Kathard, Harsha, Daisy Pillay, and Mershen Pillay. "A Study of Teacher–Learner Interactions: A Continuum Between Monologic and Dialogic Interactions." Language, Speech, and Hearing Services in Schools 46, no. 3 (2015): 222–41. http://dx.doi.org/10.1044/2015_lshss-14-0022.

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Purpose Teachers and learners must be able to shift flexibly along the continuum of monologic and dialogic interactional repertoires to advance learning. This article describes how teachers and learners interacted during whole-class instruction along the continuum between monologic and dialogic interaction in primary school classrooms in Western Cape, South Africa. Method A video-observation method was used to analyze teacher–learner interactions (TLIs) across 15 lessons in intermediate-phase classrooms. TLIs were analyzed in relation to indicators such as authority, questions, feedback, explanation, metalevel connection, and collaboration. The transcriptions of TLIs were described using quantitative and qualitative techniques. Results The study found that teachers sustained dominant monologic interactions by asserting their authority, asking mainly closed-ended questions, and providing confirming/correcting feedback that constrained the interaction. Learners had limited opportunities for explanations or collaboration. Across most lessons, there were episodic shifts from monologic TLIs to transitional TLIs. These transitions were achieved by using mainly open-ended questions and feedback to expand the interaction. Dialogic TLIs were not evident. Conclusions Monologic TLIs were dominant, closing down opportunities for communication. Although transitional TLIs were evident, they were episodic and showed the potential for opening interaction opportunities. The absence of dialogic TLIs suggested that collaborative engagement opportunities were unavailable. The opportunity for intervention to increase dialogic TLIs is discussed.

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Semenova, T. S. "Pedagogical Communication between Primary School Teachers and Pupils as a Factor in the Wellbeing of Primary School Students in Educational Activities." Psychological-Educational Studies 12, no. 1 (2020): 44–58. http://dx.doi.org/10.17759/psyedu.2020120104.

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The study of the psychological well-being of younger students in educational activities is relevant because of the significant number of publications on the facts of school disadvantaged children, the reason for which is recognized as the unconstructive organization of the educational process. In the article the author compared the interaction with pupils at the lesson of two teachers of primary classes with different level of pedagogical skill and correlated the revealed differences with the indicators of psychological well-being of their pupils. The author used his own method of registration of interactions. Pupils of two thirds classes (24 and 27 persons) of Penza secondary general education school and their teachers (2 persons) took part in the research. The results show that the interaction of a master teacher with pupils in the classroom, in comparison with a master teacher, is characterized by a greater number of visits to children and more uniform distribution of attention among children. Pupils of a master teacher outperform pupils of a teacher who is not a master in terms of psychological well-being: learning activity in the classroom and satisfaction with the teacher's relations with them.

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Pakhrurrozi, Imam, Imam Sujadi, and Ikrar Pramudya. "Analysis of Interaction Jigsaw Learning Process on Geometry Material." International Journal of Multicultural and Multireligious Understanding 5, no. 5 (2018): 75. http://dx.doi.org/10.18415/ijmmu.v5i5.306.

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This study aims to determine the interaction between teachers and students that occur in the process of learning Mathematics with jigsaw model in junior high school in Surakarta using FIAC (Flanders Interaction Analysis Condition) analysis. This study includes qualitative descriptive research. The subjects of this study are teachers and students of 8th grade of junior high school in Surakarta and students' learning achievement sheets. The object of research is the interaction of teachers and students in the learning of mathematics, including the sense of receiving, giving praise, how teacher teaches the material, how the teacher directs the students, how the teacher gives criticism, student responses, student speech initiative and the level of silence or crowd. Data collection methods used in this study are observation, interviews, and documentation. Data obtained in the form of qualitative data in the form of observation results of teacher and student interaction, interview transcript and documentation of teaching and learning activities. The data obtained were analyzed by FIAC. The result of the research shows that jigsaw learning process is: 1) the interaction between teacher and student in the learning of mathematics is multi direction. The research results are confirmed by the value of Teacher Response Ratio (RRG) that is equal to 44.48% and the value of Student Initiative Ratio (RIS) of 43.47%; 2) The learning done by the teacher is successful. The success of multi-direction learning is evidenced by the average score of the student achievement test of 78.30. The value is categorized into either category.

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Le, Thu, Daniel Bolt, Eric Camburn, Peter Goff, and Karl Rohe. "Latent Factors in Student–Teacher Interaction Factor Analysis." Journal of Educational and Behavioral Statistics 42, no. 2 (2017): 115–44. http://dx.doi.org/10.3102/1076998616676407.

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Classroom interactions between students and teachers form a two-way or dyadic network. Measurements such as days absent, test scores, student ratings, or student grades can indicate the “quality” of the interaction. Together with the underlying bipartite graph, these values create a valued student–teacher dyadic interaction network. To study the broad structure of these values, we propose using interaction factor analysis (IFA), a recently developed statistical technique that can be used to investigate the hidden factors underlying the quality of student–teacher interactions. Our empirical study indicates there are latent teacher (i.e., teaching style) and student (i.e., preference for teaching style) types that influence the quality of interactions. Students and teachers of the same type tend to have more positive interactions, and those of differing types tend to have more negative interactions. IFA has the advantage of traditional factor analysis in that the types are not presupposed; instead, the types are identified by IFA and can be interpreted in post hoc analysis. Whereas traditional factor analysis requires one to observe all interactions, IFA performs well even when only a small fraction of potential interactions are actually observed.

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Riyanto, Mad. "Building Student Teacher Interaction Pattern in EFL-CLT Classroom." Journal of English Teaching, Literature, and Applied Linguistics 2, no. 2 (2018): 76. http://dx.doi.org/10.30587/jetlal.v2i2.2465.

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One of the priorities of language teachers is to ensure classes are interesting and engaging. Learners’ different backgrounds and individual preferences, however, make each class unique. The objective of EFL classroom adopting Communicative language teaching (CLT) approach is to be fluent and communicative competence in genuine communication (Hatch1978; Nunan, 1987). In this context, EFL teachers play a pivotal role in creating a comfortable environment to persuade the students in communicative interaction. By a good communication between the teacher and students the teaching learning process will be more effective. The teachers can motivate and encourage students to communicate with them well, if interaction has been done. Teachers as the source of second language or foreign language should give meaningful interactions to the students. Krashen(1981,1985) states to facilitate such meaningful interactions, EFL teachers serve as a source of L2 input to the students. The writer attempts to build the pattern of student teacher interaction and reveals the factors inhibit teachers to interact with students.

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Kusuma, Putri Candra, Muhammad Reza Pahlevi, and Hilmansyah Saefullah. "EFL teachers’ perception towards online classroom interaction during covid-19 pandemic." ETERNAL (English Teaching Journal) 12, no. 2 (2021): 68–79. http://dx.doi.org/10.26877/eternal.v12i2.9211.

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The spread of Covid-19 is affecting education systems around the world and transform the learning from face-to-face to online learning. Interaction is important pattern to share knowledge between teachers and students. Previous research has said that interaction could also encourage students to master the subject matter. This study aims to describe the EFL teachers’ perception towards classroom interaction during Covid-19 pandemic especially on how the interaction between teacher-student, student-teacher, and student-student synchronously which is assisted by Google Meet. The research method used in this study is descriptive case study and taking data by conducting observation, interview, and documentation. Based on research result, teacher perceive online classroom interaction in balance emotion, exploratory talk tends to be implemented in online classroom interactions, Indirect talk of asking questions is the dominant online classroom interaction.

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Murata, Aki, Laura Bofferding, Bindu E. Pothen, Megan W. Taylor, and Sarah Wischnia. "Making Connections Among Student Learning, Content, and Teaching: Teacher Talk Paths in Elementary Mathematics Lesson Study." Journal for Research in Mathematics Education 43, no. 5 (2012): 616–50. http://dx.doi.org/10.5951/jresematheduc.43.5.0616.

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This study investigated how elementary teachers in a mathematics lesson study made sense of student learning, teaching, and content, as related to using representations in teaching multidigit subtraction, and how changes occurred over time in their talk and practice. The lesson-study process paved a group talk path along which teacher talk shifted from superficial to deeper consideration of student learning. By providing a context in which interactions of diverse ideas drove teacher learning, lesson study facilitated teachers making connections between the craft knowledge of teaching and scholarly knowledge. Individual teacher talk paths varied within the group path, and one teacher's learning path and the interaction of different learning paths is discussed.

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Dissertations / Theses on the topic "Interaction between teacher"

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Lo, Wai-shing Vincent, and 盧偉成. "A study of the interaction between student teachers and teacher tutorsin pre-lesson and post-lesson conferences." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956646.

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Beaman, Robyn. "Behavioural interactions in secondary classrooms between teachers and students what they say, what they do /." Phd thesis, Australia : Macquarie University, 2006. http://hdl.handle.net/1959.14/13114.

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Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, Special Education Centre, 2006.<br>Bibliography: leaves 458-476.<br>Introduction -- Teacher perceptions of troublesome classroom behaviour -- Troublesome classroom behaviour and teacher stress in New South Wales secondary classrooms: Part I -- Troublesome classroom behaviour and teacher stress in New South Wales secondary classrooms: Part II -- Troublesome classroom behaviour and teacher stress in New South Wales secondary classrooms: Part III -- Student perceptions of the classroom environment in New South Wales secondary classrooms -- Natural rates of teacher approval and disapproval in the classroom -- Natural rates of teacher approval and disapproval in secondary classrooms in New South Wales -- Differential teacher attention to boys and girls in the classroom -- Differential teacher attention to boys and girls in New South Wales secondary classrooms -- Perceptions versus reality: behavioural interactions between teachers and students in New South Wales secondary classrooms.<br>The focus of this thesis is troublesome classroom behaviour and the behavioural interactions between teachers and students in secondary school. Following a review of the extant research literature, Section A of the thesis reports a study examining the perceptions of 145 secondary teachers from New South Wales with regard to behaviours they find troublesome in their classrooms. Talking out of turn was clearly identified as the classroom behaviour of most concern, most frequently occurring and, importantly, the main misbehaviour of the most troublesome individual students. In two studies completed in parallel, it was similarly shown that teachers who identified themselves as having particular difficulties with classroom behaviour, or who had identified ten percent or more of their class as troublesome, experienced higher levels of stress related to classroom behaviour and their students perceived the classroom environment to be characterised by differential treatment of students. Section B of the thesis comprises observational studies of teachers and classroom behaviour with a substantial focus on student and teacher gender. Reviews of the literature on teachers' "natural" use of approval and disapproval and on differential teacher behaviour towards boys and girls were followed by two parallel studies. The first study, involving 79 New South Wales secondary school teachers and their classes, showed that while teachers typically responded to students with more approval than disapproval, almost all approval was reserved for academic behaviour whereas approval for appropriate classroom behaviour was very infrequent. Teachers typically reprimanded students for inappropriate behaviour at a very high rate. The second study showed that boys attracted far more teacher responses than girls but that most of this involved reprimands for inappropriate behaviour. Section C of the thesis relates teacher perceptions to observed classroom behaviour. It was concluded that in classes with larger numbers of troublesome students there was reduced academic feedback to students and where teachers' rates of negative responding were higher there was a reduced perception of participation by students.<br>Mode of access: World Wide Web.<br>vi, 500 leaves

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Leung, Po Ying Enique. "An analysis of interaction between a pupil and a guidance teacherin [i.e. teacher in] the helping process." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/377.

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Lo, Wai-shing Vincent. "A study of the interaction between student teachers and teacher tutors in pre-lesson and post-lesson conferences." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13694121.

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Parker, Lydia Romelle Bigby. "The relationship between teachers' collegial interactions and student academic achievement /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Beers, Barry L. "A study of the relationship between student achievement and teacher-student interaction in secondary classrooms." W&M ScholarWorks, 1988. https://scholarworks.wm.edu/etd/1539618363.

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The purpose of this study was to investigate the relationship between the amount of verbal interaction between a student and a teacher and that student's achievement in the class taught by that teacher at the secondary school level. The student was used as the unit of study.;The sample was selected from a secondary school (9-12) in southeast Virginia with an enrollment of approximately 1800 students. One hundred and twenty-eight students from three intact Algebra II classes and three intact English 11 classes were included in the study.;All data were collected by three trained observers who coded the frequency of student-initiated and teacher-initiated interactions. Only instructional interactions between the teacher and the student were coded.;It was hypothesized that a positive correlation existed between the amount of teacher-student interactions and student achievement. It was assumed that a positive correlation between ability and achievement existed.;It was concluded that a positive correlation did exist between the amount of teacher-student interaction and student achievement in the English classes but not in the mathematics classes. The correlation between ability and achievement was not significant.;It was also discovered that a few students in each classroom were involved in the majority of the teacher-student interactions while the rest of the class sat quietly.;Further study is needed to determine the effect of balancing the amount of teacher-student interaction on achievement in classes where there is an obvious disparity in the involvement of the students. In addition, the relationship between the quality of interaction and achievement should be studied in classrooms where the quantity of interactions has been balanced. and lastly, the relationship between ability and achievement should be examined in secondary classrooms.

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Ainscough, Valerie J. "The interaction between teacher and student expectations : a case study of a Japanese college in Britain." Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342152.

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Prestwich, Paula Jeffery. "Mathematical Interactions between Teachers and Students in the Finnish Mathematics Classroom." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5785.

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The Finnish school system has figured prominently in the PISA international assessments for over 10 years. Many reasons are given for Finnish success yet few of them focus on what is happening in the mathematics classroom. This study addresses the question of “What does mathematics instruction in the Finnish mathematics classroom look like?” Eight Finnish mathematics classes, from 6th – 9th grade were recorded, translated, and analyzed using the Mathematical Quality of Instruction (MQI) 2013 video coding protocol. Other aspects and observations of these classes also are discussed. Although the study is small, this study gives a view into the nature of some Finnish mathematics classrooms.

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Warner, Paul Nelson. "A study of the relationship between teacher-prinicipal problem interaction and teacher evaluation of elementary principals in an urban school district in Georgia." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1987. http://digitalcommons.auctr.edu/dissertations/989.

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The purpose of this study was to determine if there is a relationship between teacher evaluation of elementary school principals on selected administrative areas of responsibility, teachers' ratings of these same principals on teacher-principal problem interaction, and teacher demographic variables in an urban county in Georgia. In this study, teachers evaluated principals on the following independent variables: decision making, planning and organizing, supervision and evaluation, staff development, high expectations, and teachers' age, qualification, sex and teaching experience. The dependent variables used in this study was teacher-principal problem interaction. The population for this study was restricted to elementary schools in an urban county school district in Georgia. It was further restricted to the elementary school principals being evaluated by their teachers for the 1986-87 school year. This sample consisted of 23 schools and 590 teachers. For this study, there were two instruments used. One of the instruments was the Profile for Assessment of Leadership (PAL) developed by DeKalb County, Georgia administrators and teachers in 1982. The other instrument entitled Leadership Problem Interaction Survey (LPIS) was developed by David J. Mullen (1980). Teachers rated their principals by answering fifty-seven questions on the Profile for Assessment of Leadership (PAL) and ten questions on the Leadership Problem Interaction Survey (LPIS). They also provided data on the LPIS on the demographic variables of age, qualification, sex, and teaching experience. Statistical analyses were conducted including a factor analysis correlation matrix and a multiple regression using Stepwise and Enter methods to test the hypotheses. The major findings are summarized below: 1. There was a significant relationship between decision making, planning and organization, supervision and evaluation, staff development, and teacher-principal problem interaction. 2. Age had a significant relationship with teacherprincipal problem interaction. 3. Principals' high expectations of teachers and students had the greatest impact on teacher-principal problem interaction.

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DeLong, D. Phillip. "Observed eye contact between selected students and teacher in the music making process." Thesis, connect to online resource, 2006. http://www.unt.edu/etd/all/Aug2006/de%5Flong%5Fphillip/index.htm.

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Books on the topic "Interaction between teacher"

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Tan, Steven Kwang San. Differences in augmented feedback and interactive decision making between experienced and inexperienced teachers. Microform Publications, College of Human development and performance, University of Oregon, 1989.

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Interactive Workshop on Ayurveda (Dravyaguna) (2006 Gauhati, India). Interactive workshop between students and teachers of Ayurveda (Dravyaguna): January 19-21, 2006, Guwahati, Assam. Edited by Prasad V. V and Rashtriya Ayurveda Vidyapeeth (New Delhi, India). Rashtriya Ayurveda Vidyapeeth, 2006.

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Interactive Workshop on Ayurveda (Urinary System Disorders) (2007 Bhopal, India). Interactive workshop between students and teachers of Ayurveda (Mutravahasansthan roga) on March 13-14, 2007 at Bhopal. Edited by Prasad V. V and Rashtriya Ayurveda Vidyapeeth (New Delhi, India). Rashtriya Ayurveda Vidyapeeth, 2007.

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PERVOVA, GALINA. Children's literature. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1083290.

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The textbook presents the theory of children's literature, describes the history of interaction between children's reading and literature in Russia, and raises the problems of including works of mythology, folklore, and various genres of literature in the circle of children's reading. The materials are intended for teachers of children's literature, students of higher educational institutions, teachers of primary education.

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Interactive Workshop on Prasuti Tantra, Streeroga & Kaumara Bhritya (2005 New Delhi, India). Interactive workshop between students and teachers of Ayurveda (Prasuti Tantra, Striroga & Kaumara Bhritya), on November 29-30, 2005 at New Delhi. Edited by Prasad V. V and Rashtriya Ayurveda Vidyapeeth (New Delhi, India). Rashtriya Ayurveda Vidyapeeth, 2005.

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Kochurov, Boris, Petr Merkulov, and Svetlana Merkulova. Ecodiagnostics of ethno-natural processes in the European region of Russia. INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/22015.

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The book deals with theoretical issues of ecodiagnostics, interaction of ethnic groups and landscapes, analyzes the history of the development of the geo-ecological approach and ethnocultural landscape studies in geographical science. The stages of interaction between human society and the natural environment on the territory of the ethnogenesis of the Mordovian people in the Holocene are described in detail. Special attention is paid to the analysis of the current ecological and economic state of the territory of the Republic of Mordovia. The focus is on the study of bioclimatic characteristics of the territory of the Republic, the geo-ecological state of the air basin and surface waters, as well as their impact on the health of the population. The publication is intended for geoecologists, geographers, local historians, school teachers, as well as management employees involved in planning environmental and socio-economic activities at the level of the Russian Federation.

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Barsch, Sebastian, ed. Geschichtsdidaktische Perspektive auf die 'Vormoderne'. Universitätsverlag Kiel | Kiel University Publishing, 2021. http://dx.doi.org/10.38072/2703-0784/v1.

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Current research shows the importance of interaction between content knowledge and pedagogical content knowledge for history teachers. This is considered effective for the design of history lessons. But even beyond these practical implications, the question of the relationship between historical studies and history education is of great importance. Both approaches have a common object: the past. However, the methodically approaches to the past follow different ways. While historical scholarship reconstructs the past by using sources, history education is dedicated to the reception of history. A dialogue between these two approaches can expand the boundaries of both disciplines with new insights. The anthology is dedicated to such an interlocking of historical research and history education using the example of pre-modern history. In the essays, perspectives opened up by scholars are supplemented by comments from history educators. Thus, on the one hand, it is reflected how subject-specific research could enrich teaching in schools and universities. In addition, these findings are classified in terms of historical theory and empirics.

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Between Teaching and Caring in the Preschool: Talk, Interaction, and the Preschool Teacher Identity. Rowman & Littlefield Publishers, Incorporated, 2018.

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Pruit, John C. Between Teaching and Caring in the Preschool: Talk, Interaction, and the Preschool Teacher Identity. Rowman & Littlefield Publishers, Incorporated, 2020.

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Educational Resources Information Center (U.S.), ed. Interactions between central office language arts administrators and exemplary English teachers, and the impact on student performance. National Research Center on English Learning & Achievement, University at Albany, State University of New York, 1999.

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Book chapters on the topic "Interaction between teacher"

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Leung, Bo-Wah. "Teaching Cantonese Opera in Hong Kong Schools: Interaction and Collaboration Between Music Teachers and Artists." In Musician–Teacher Collaborations. Routledge, 2018. http://dx.doi.org/10.4324/9781315208756-8.

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Shapiro, Ben Rydal. "What About Interaction Geography to Evaluate Physical Learning Spaces?" In Teacher Transition into Innovative Learning Environments. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_14.

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AbstractThis paper reviews and explores how interaction geography, a new approach to visualize people’s interaction over space and time, extends current approaches to evaluate physical learning spaces. This chapter begins by reviewing representations produced using interaction geography to study visitor engagement and learning in a museum. In particular, this review illustrates Mondrian Transcription, a method to map people’s movement and conversation over space and time, and the Interaction Geography Slicer (IGS), a dynamic visualisation tool that supports new forms of interaction and multi-modal analysis. Subsequently, this chapter explores how interaction geography may advance the evaluation of physical learning spaces by providing dynamic information visualisation methods that support more expansive views of learning and the evaluation of the alignment between space and pedagogy. This chapter concludes by outlining significant limitations and next steps to expand interaction geography to evaluate physical learning spaces.

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Zhu, Xiaoman. "The Affective Dimension of Teacher Education: Based on Interaction Between Personal Academic Interest, Social Change and Education Reform." In Quality of Teacher Education and Learning. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3549-4_9.

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Schmidt, Jan-Erik, and Caterina Gawrilow. "Reciprocal Student–Teacher Feedback: Effects on Perceived Quality of Cooperation and Teacher Health." In Student Feedback on Teaching in Schools. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_12.

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AbstractHigh lesson quality in schools is, in addition to other factors, the result of good cooperation between teachers and students. The long history of research on offer-use models of lesson quality and student–teacher relationships documents this interaction. Feedback focused on expressing the quality of cooperation can lead to higher quality of cooperation. The fact that feedback is reciprocal, from teacher to student and vice versa, helps to avoid effects of perceived injustice and rejections of feedback which otherwise are severe obstacles to the efficient use of feedback. High-frequency applications of feedback allow for the timely detection of (positive and negative) critical fluctuations of cooperation between individuals and groups and for the monitoring of processes of adaptation, as shown in other areas of applied psychology. This chapter describes the theoretical parameters of such a feedback method for students and teachers, and outlines results of an empirical study on the effects of the reciprocal method on (1) perceived quality of cooperation and (2) teacher health. Results show that, subsequent to a three-month period of reciprocal feedback, the quality of cooperation as perceived by both students and their teachers increases significantly and teacher health scores improve significantly. Reciprocal feedback techniques should be considered in teacher education and teacher training as a way to help teachers to initiate processes of improvement of lesson quality.

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Dyer, Emma. "Using Fällman’s Interaction Design Research Triangle as a Methodological Tool for Research About Reading Spaces in Schools." In Teacher Transition into Innovative Learning Environments. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_9.

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AbstractThis chapter describes the innovative use of a pre-existing framework from the field of Human–Computer Interaction to explore and reimagine reading spaces for beginner readers in primary schools in England. The chapter details the four phases of the research study, from a conceptual level to a physical outcome (a reading nook), the latter providing secondary findings about the value of secluded reading spaces for students in two English classrooms. In adapting and developing a design methodology within an educational context, it is hoped that this research will stimulate communication and dialogue between architects, educators, policy-makers and students. It also offers a contribution to the challenge of improving school design for pupils and practitioners by offering a framework through which education, specifically reading, can be viewed through the prism of design.

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Li, Yangjie. "Interaction Between Teachers and Students." In Narrative Inquiry into Reciprocal Learning Between Canada-China Sister Schools. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61085-2_7.

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Zheng, Hongying. "Interactive Dynamics Between Beliefs and Instructional Practice." In Teacher Beliefs as a Complex System: English Language Teachers in China. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-23009-2_5.

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Vos, Martin A. J., Ruurd Taconis, Wim M. G. Jochems, and Albert Pilot. "Interaction between Teachers and Teaching Materials." In Teachers Creating Context-Based Learning Environments in Science. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-684-2_8.

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Sowden, Hannah, Michael R. Perkins, and Judy Clegg. "Chapter 15. The changing role of gesture form and function in a picture book interaction between a child with autism and his support teacher." In Gesture Studies. John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/gs.4.17sow.

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Silva, Marcos Alexandre Rose, and Junia Coutinho Anacleto. "Entertainment Game to Support Interaction between Teachers and Students." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-04052-8_25.

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Conference papers on the topic "Interaction between teacher"

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Chernyavskaya, Anna. "Patterns Of Interaction Between A Beginning Teacher And His Mentor." In International Scientific and Practical Conference «MAN. SOCIETY. COMMUNICATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.02.174.

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Zakharchuk, Galina. "Adaptation as a factor of psychological safety of primary school children." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-010.

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The article contains the results of a study of school motivation and adaptation to school in younger students. The subjects were first-grade students, their teacher, and parents. Analysis of the results revealed students with problems in educational motivation and manifestations of school maladjustment, which can serve as both a cause and a consequence of problems in the psychological safety of students.

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Matušů, Renáta. "INTERACTION BETWEEN TEACHER AND PUPIL AND ITS INFLUENCE ON THE PERCEIVED CLOSENESS OF PUPILS." In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v2end082.

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Chávez, Jorge, and Claudia Jaramillo. "Analysis of a teacher training process through the study of educational interaction." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2520.

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The purpose of the study is to describe and analyse the configuration of joint activity in a teacher’s training process from a teaching and learning sociocultural perspective. From this theoretical perspective, formal learning is conceived as a mediated social construction process of meanings around learning content, and teaching as a process of planned, systematic and sustained support for that construction process. Taking this into consideration, an assessment course was video recorded to analyse the interaction between teachers and students undertaking this course. The findings describe how mechanisms of educational influence emerge in the form of assessment situations, specifically as instances of correction and feedback of the assessment results. The findings make it possible to visualise the way in which these training processes of university teachers are structured and the need to expand the research to the analysis of the interaction. This raises the need to consider the teaching of assessment as a complex process that acknowledges different situations that could be favouring self-regulation, beyond teaching a set of criteria, techniques and strategies to assess learning.

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Cui, Yuchen, Pallavi Koppol, Henny Admoni, et al. "Understanding the Relationship between Interactions and Outcomes in Human-in-the-Loop Machine Learning." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/599.

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Human-in-the-loop Machine Learning (HIL-ML) is a widely adopted paradigm for instilling human knowledge in autonomous agents. Many design choices influence the efficiency and effectiveness of such interactive learning processes, particularly the interaction type through which the human teacher may provide feedback. While different interaction types (demonstrations, preferences, etc.) have been proposed and evaluated in the HIL-ML literature, there has been little discussion of how these compare or how they should be selected to best address a particular learning problem. In this survey, we propose an organizing principle for HIL-ML that provides a way to analyze the effects of interaction types on human performance and training data. We also identify open problems in understanding the effects of interaction types.

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Luketić, Daliborka, and Sandra Peranić. "THE RELATIONSHIP BETWEEN STUDENT ENGAGEMENT, SCHOOL RIGHTS AND DUTIES PERCEPTION ON QUALITY OF STUDENT-TEACHER INTERACTION." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1159.

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Fukuda, Shuichi, Yoshifusa Matsuura, Kigen Kandie, and Yoshiyuki Nakajima. "Networkcentric Buddy System for Collaboration." In ASME 1997 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1997. http://dx.doi.org/10.1115/detc97/dfm-4368.

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Abstract With the increasing diversification, complexity and globalization of our society, distance learning is gathering wide attention because it is expected it will provide a very flexible learning environment. But most of the conventional distance learning systems are still of such presentation types as TV, Video, etc, which passes information only from a teacher to students, and they are developed without any consideration to the interaction among students. Thus, although the system may be described as being the system for one to many relation, the fact is that a teacher has to take care of each student independently so that the burden of a teacher increases tremendously with the increase of the number of students. Although TV conferencing type systems have been introduced into the area of distance learning recently, the consideration of the interaction among students is still poor. In the conventional classroom, at least in Japan, not only teacher-student relation is important, but also student-student relation is none the less important, because it will constitute a buddy system among themselves and they learn interactively by playing the role of a teacher from time to time. And this serves a great deal in letting them find important points by themselves and raise new questions. This has an advantage on the part of a teacher, too, because it will greatly reduce his or her burdens, and make it possible for him or her to adapt to each classroom situation and change their pace or contents of teaching. Therefore, we developed a networkcentric prototype system for interactive distance learning, considering not only interaction between a teacher and a student but also among students. This system will largely reduce the burden of a teacher because it will facilitate the collaboration in learning among students and because it is developed based on a client/server approach and by evaluating the progress of each student. The introduction of a client/server approach makes it possible to manage the personal records of each student’s achievement level on a server and to construct a hierarchical structure automatically based upon them. Thus, well advancing students can play the role of a teacher when needed and students can learn very interactively and very collaboratively, thus reducing the burden of a teacher to a great extent. It should be stressed that the same kind of problems arise between a designer and manufacturing engineers. Up to now, our information flow is one way from designer to manufacturing engineers and although concurrent engineering succeeded in realizing interactions between designers and manufacturing engineers, the interaction between manufacturing engineers are still very poor so that it will eventually increase the burden of designers which will result in poor quality design or in poor decision making at the earlier stages.

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Devidze, Rati, Farnam Mansouri, Luis Haug, Yuxin Chen, and Adish Singla. "Understanding the Power and Limitations of Teaching with Imperfect Knowledge." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/367.

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Machine teaching studies the interaction between a teacher and a student/learner where the teacher selects training examples for the learner to learn a specific task. The typical assumption is that the teacher has perfect knowledge of the task---this knowledge comprises knowing the desired learning target, having the exact task representation used by the learner, and knowing the parameters capturing the learning dynamics of the learner. Inspired by real-world applications of machine teaching in education, we consider the setting where teacher's knowledge is limited and noisy, and the key research question we study is the following: When does a teacher succeed or fail in effectively teaching a learner using its imperfect knowledge? We answer this question by showing connections to how imperfect knowledge affects the teacher's solution of the corresponding machine teaching problem when constructing optimal teaching sets. Our results have important implications for designing robust teaching algorithms for real-world applications.

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Jie, Guo. "A Study on the Differences in Speech Interaction Behavior between Teacher and Student in High School Classroom Based on improved Flanders Interaction Analysis System." In 2021 2nd International Conference on Big Data and Informatization Education (ICBDIE). IEEE, 2021. http://dx.doi.org/10.1109/icbdie52740.2021.00126.

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Calduch, Isaac, Gabriel Hervas, Beatriz Jarauta Borrasca, and José Luís Medina. "University classroom interactive situation microanalysis: cognitive attunement and pedagogical interpretation." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8113.

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This conference paper aims to elucidate the attuning processes between teacher knowledge and the learning moment of the students, in interactive situations within the university classroom, under a situated perspective and in real-time; specifically, in relation to the process of didactical interpretation. An episode performed by an expert teacher is analyzed; it took place in the Clinical Nursing subject of the nursing degree and was about the use of the physiological serum in certain situations. The analysis focuses on the interaction between the teacher and the students, adopting a research methodology close to the ethnography of communication -in its microethnographic aspect-, adopting the sequence S-T-S' (student-teacher-student) as the unit of analysis. The results show how the teacher has the ability to evaluate the appropriateness of the students’ interventions in situ, thanks to which she is able to adjust her response (dynamic coupling), generating a pedagogic resonance. Concurrently, it can also be seen how, beyond tuning in with a particular student, she manages to tune in with the rest of the class (collective attunement).

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Reports on the topic "Interaction between teacher"

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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.

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