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Books on the topic 'Interaction between teacher'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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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6

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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8

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

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9

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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10

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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11

Rose, Gayle Arlene. Understanding the interaction between teachers and computers. 1987.

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12

Rose, Gayle Arlene. Understanding the interaction between teachers and computers. 1986.

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13

Preschool Bilingual Education: Agency in Interactions Between Children, Teachers, and Parents. Springer, 2018.

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14

Schwartz, Mila. Preschool Bilingual Education: Agency in Interactions Between Children, Teachers, and Parents. Springer, 2018.

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15

Dzakiria, Hisham, Rozhan Mohd Idrus, and Hanafi Atan, eds. The role of learning interaction in Open & Distance Learning (ODL): Issues, experiences and practices. UUM Press, 2008. http://dx.doi.org/10.32890/9789833827701.

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This book of readings is about one specific but vital aspect of Open Distance Learning (ODL): The Role of Learning Interaction in Open & Distance Learning: Issues, Experiences and Practices.In many ways, interaction and interactivity have not received the attention warranted. The learning conditions are quite different for distance learners as compared with the conventional type of learning where face to face (f2f) meeting between students and instructors are common.This may affect learning outcomes significantly in ODL.There needs to be a strong emphasis on the provision of learning interactions as a means of support, which is designed to facilitate learning between the learners and the teachers with the course content. Interaction is a very important component of ODL.Evidently, it has been proven by various research that learning without sufficient interaction possibly could lead the learners to delay their completion of a programme or drop out altogether.In short, ODL without sufficient learning interactions within the primary stakeholders (namely the students and the teachers), will not succeed.The target audience of this book is a wide range of staff either currently on ODL schemes, or about to start.They may be distance teachers, tutors, ODL policy makers, advisers, counselors working directly with distance learners or administrators and managers organising learning support in ODL.

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16

Ingram, Jenni. Patterns in Mathematics Classroom Interaction. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198869313.001.0001.

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Classroom interaction has a significant influence on teaching and learning mathematics. It is through interaction that we solve problems, build ideas, make connections, and develop our understanding. This book aims to describe, exemplify, and consider the implications of patterns and structures of mathematics classroom interaction. Drawing on a Conversation Analytic approach, the book examines how the structures of interactions between teachers and students influence, enable, and constrain the mathematics that students are experiencing and learning in school. In particular, the book considers the handling of difficulties or errors and the consequences on both the mathematics students are learning, and the learning of this mathematics. The various roles of silence and the treatment of knowledge and understanding within everyday classroom interactions also reveal the nature of mathematics as it is taught in different classrooms. The book also draws on examples of students explaining, reasoning, and justifying as they interact to examine how the structures of classroom interaction support students to develop these discursive practices. Understanding how these patterns and structures affect students’ experiences in the classroom enables us to use and develop practices that can support students’ learning. This reflexive relationship between these structures of interactions and student actions and learning is central to the issues explored in this book, alongside the implications these may have for teachers’ practice, and students’ learning.

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17

Bullard, R. K. A study of the perceptions of discipline between teachers of regular students and teachers of special education students. 1989.

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18

Loveless, Avril. The interaction between primary teachers' perceptions of information and communication technology (ICT) and their pedagogy. 2001.

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19

Howarth, Susan. The interactions between nurse teachers and male and female student nurses in the classroom. 1995.

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20

Differences in augmented feedback and interactive decision making between experienced and inexperienced teachers. 1989.

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21

Differences in augmented feedback and interactive decision making between experienced and inexperienced teachers. 1989.

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22

Differences in augmented feedback and interactive decision making between experienced and inexperienced teachers. 1989.

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23

Differences in augmented feedback and interactive decision making between experienced and inexperienced teachers. 1989.

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24

Gaunt, Helena. Apprenticeship and empowerment. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199346677.003.0003.

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This chapter considers ways in which pathways to creative performance are supported through one-to-one lessons between a student and a specialist teacher. One-to-one interactions are generally considered central to the development of western classical musicians and traditionally have been conceived in terms of apprenticeship. More recently, however, understanding of the socially constructed nature of learning, including the essential parts played by peer interactions and engagement in communities of practice, has increased. In addition, the importance of collaboration in facilitating and channelling creativity in many fields has become apparent. Taken together, these suggest a need to develop a multifaceted and more nuanced conceptual framework for understanding one-to-one lessons and their relationship to performance. The chapter explores relevant research literature alongside perspectives provided by expert performer–teachers, and it concludes by setting out a provisional model for understanding both the collaborative process between student and teacher in one-to-one lessons and the potential for this context to underpin transformative processes of development for performers.

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25

Browning, Birch P. Delivering Engaging Instruction. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199928200.003.0010.

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classroom management (physical setup, movement between classes, and group activities) and classroom discipline (the creation of rules and the application of consequences). Disruptions obviously interfere with instruction, and effective teachers employ instructional delivery strategies to limit disruptions and maximize learning. These strategies include organizing the classroom, establishing various routines, managing teacher-student interactions, asking questions that encourage thoughtful responses, guiding student-focused work, keeping the students engaged in the learning process, and differentiated instruction—customizing teaching to meet diverse students’ needs. The principles of guided practice are explained.

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26

The effects of immediate supervisory feedback using audiocuing on the interaction between students and preservice physical education teachers. 2003.

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27

McNally, John. The effects of immediate supervisory feedback using audiocuing on the interaction between students and preservice physical education teachers. 2003.

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28

V, Prasad V., and Rashtriya Ayurveda Vidyapeeth (New Delhi, India), eds. Interactive workshop between students and teachers of Shalya Shalakya: BHU, Varanasi, 26-27 December, 2004. Rashtriya Ayurveda Vidyapeeth, 2004.

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29

Waring, Hansun Zhang, and Gahye Song. Advice in Education. Edited by Erina L. MacGeorge and Lyn M. Van Swol. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190630188.013.12.

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This chapter considers how advising has been researched in a range of educational settings, including academic (educational) counseling, professional supervision, peer tutoring, and parent-teacher conferences. Working with data collected from naturally occurring interaction and drawing upon a wide variety of analytical approaches, scholars of educational advising have offered important insights into how advice is given and received as well as the various issues and challenges featured in the advising encounter. These issues and challenges include tensions between clarity and politeness, development and assessment, and guidance and autonomy. The chapter concludes by considering the practical implications of the research so far and suggesting future directions for scholarship in educational advising.

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30

Dueck, Jonathan. Music as Shared Space in Mennonite Development Work in Chad. Edited by Jonathan Dueck and Suzel Ana Reily. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199859993.013.9.

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This chapter highlights negotiations of meanings a Western church worker encountered in a Chadian congregation. For many mainline churches, “missions agencies,” focused on proselytization, are not the sole or even primary mode of outreach; “development agencies,” focused on local economic and social development, complement them. These two types of agencies are tied, through institutional memories in Western and African churches, to the cultural, including musical, practices of missions. The chapter retells the story of a Western development worker who frames her role as “learner” but finds she is understood as missionary “teacher” and is asked to teach and not learn music. Music is a persistent indicator of a history of missionary interactions between Chadian and Western Christians that lends meanings to and constrains present-day transnational interactions between them; it can provide a shared space of practice that is not contiguous with the “meanings” of the music under discussion.

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31

Knapp, Courtney Elizabeth. Constructing the Dynamo of Dixie. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469637273.001.0001.

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What can local histories of interracial conflict and collaboration teach us about the potential for urban equity and social justice in the future? Courtney Elizabeth Knapp chronicles the politics of gentrification and culture-based development in Chattanooga, Tennessee, by tracing the roots of racism, spatial segregation, and mainstream “cosmopolitanism” back to the earliest encounters between the Cherokee, African Americans, and white settlers. For more than three centuries, Chattanooga has been a site for multiracial interaction and community building; yet today public leaders have simultaneously restricted and appropriated many contributions of working-class communities of color within the city, exacerbating inequality and distrust between neighbors and public officials. Knapp suggests that “diasporic placemaking”—defined as the everyday practices through which uprooted people create new communities of security and belonging—is a useful analytical frame for understanding how multiracial interactions drive planning and urban development in diverse cities over time. By weaving together archival, ethnographic, and participatory action research techniques, she reveals the political complexities of a city characterized by centuries of ordinary resistance to racial segregation and uneven geographic development.

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32

Darkhor, Patrick. China's strategy towards environmental governance: An examination of the interaction between pedagogy and practice of environmental education in creating and achieving objectives for sustainable development. 2005.

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33

Комлев, Е. Ю. Правовые основы взаимодействия органов местного самоуправления с государственными и региональными органами власти в Испании. ФГУП «Издательство «Наука», 2020. http://dx.doi.org/10.7868/9785020408258.

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The research is a comprehensive study of the legal basis of interaction between local self-government bodies and state and regional authorities in Spain. The author analyzes Spanish regulations of the state and regional levels, decisions of the Constitutional Court of Spain, decisions of the Supreme Court of Spain and research studies of Spanish scientists, which have not been previously examined in the Russian legal doctrine. Decentralized public administration development stages in Spain with regard to the activities of local self-government bodies have been determined and characterized. The author identified the essential characteristics of basic principles and forms of interaction between local self-government bodies and state and regional authorities in Spain. Legal regulation disadvantages which negatively affect protection of the local autonomy principle in Spain have also been revealed. For students, post-graduate students and teachers of law universities and faculties, state and municipal employees, everyone who is interested in current problems of municipal law.

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34

Bhushan, Nalini, and Jay L. Garfield. Minds Without Fear. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190457594.001.0001.

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This is an intellectual and cultural history of India during the period of British occupation. It demonstrates that this was a period of renaissance in India in which philosophy—both in the public sphere and in the Indian universities—played a central role in the emergence of a distinctively Indian modernity. This is also a history of Indian philosophy. It demonstrates how the development of a secular philosophical voice facilitated the construction of modern Indian society and the consolidation of the nationalist movement. We explore the complex role of the English language in philosophical and nationalist discourse, demonstrating both the anxieties that surrounded English, and the processes that normalized it as an Indian vernacular and academic language. We attend both to Hindu and Muslim philosophers, to public and academic intellectuals, to artists and art critics, and to national identity and nation-builidng. We also explore the complex interactions between Indian and European thought during this period, including the role of missionary teachers and study at foreign universities in the evolution of Indian philosophy. We show that this pattern of interaction, although often disparaged as “inauthentic” is continuous with the cosmopolitanism that has always characterized the intellectual life of India, and that the philosophy articulated during this period is a worthy continuation of the Indian philosophical tradition.

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35

Glixon, Jonathan E. The Porous Grate. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190259129.003.0006.

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There were several reasons why the nunneries found it necessary to hire male music teachers. While in most cases new nuns learned plainchant from the older members of the choir, in certain situations outside expertise was required. Novices also required training in singing their portions of the rituals of clothing and profession, a role often carried out by secular professionals. The nunneries also housed young women resident students, whose studies, in addition to languages and comportment, sometimes included vocal or instrumental music. Teachers for these various purposes included G. B. Volpe, Giovanni Rovetta, Bartolomeo Barbarino, and Francesco Cavalli. All of these activities involved potentially dangerous interactions between the nuns and unrelated men, so the civil and ecclesiastical authorities attempted to maintain close control, if necessary arresting and trying men, including the organist Giovanni Pichi, who violated procedures.

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36

Kashiwagi, Helena Midori, Maurício Cesar Vitória Fagundes, and Luciane Godoy Bonafini. Formação de agentes ambientais mirins: Protocolo de aplicação de atividades de educação ambiental para professores da educação do campo. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-386-2.

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This educational product is part of the author's dissertation carried out in the Postgraduate Program in Professional Master's in National Network for Teaching Environmental Sciences at the Federal University of Paraná. The work entitled Protocol for the application of Environmental Education activities for teachers of Rural Education originated from the activities developed at the Municipal School of Campo in Amparo, a fishing community, located in Paranaguá Bay, in the State of Paraná. The general objective of this investigation was to develop actions of awareness and Environmental Education in the School to be applied in the community. Based on these actions, the purpose was to develop a protocol for rural education teachers to train child environmental agents with the function of being multipliers of local knowledge and citizenship attitudes for their families and community residents. In the moments of interaction between school and community, we tried to work on awareness in environmental education so that in the future local environmental problems can be reduced or eliminated.

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37

Beutler, Ralf, and Frank-Harald Greß, eds. Jazz/Rock/Pop - Das Dresdner Modell. Tectum – ein Verlag in der Nomos Verlagsgesellschaft, 2021. http://dx.doi.org/10.5771/9783828874589.

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The jazz/rock/pop programme at the Dresden College of Music developed into a multifaceted educational complex during the GDR era, despite reservations by cultural politicians, and gained international recognition after the fall of the Berlin Wall. Contemporary witnesses, current teachers and graduates report in 25 essays on their work, experiences, individual views and the interaction between artistic practice and pedagogical activity. This richly illustrated volume provides unique insights into the structure and goals of this field of study in all its breadth, from the children's class and the cooperation with the Saxon State Grammar School for Music to the Bachelor's, Master's and graduate programmes.

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38

Interactive workshop between students and teachers of Ayurveda: Under the aegis of WHO & Deptt. of AYUSH, Ministry of Health & F.W., Govt. of India, 26-27 December, 2003. Rashtriya Ayurveda Vidyapeeth, 2003.

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39

Interactive workshop between students and teachers of Ayurveda: Under the aegis of WHO & Deptt. of ISM & H, Ministry of Health & F.W., Govt. of India (18-19 August, 2003). Rashtriya Ayurveda Vidyapeeth, 2003.

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40

Keefer, Robert F. Handbook of Soils for Landscape Architects. Oxford University Press, 1999. http://dx.doi.org/10.1093/oso/9780195121025.001.0001.

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Written in a clear, accessible style, this book covers the fundamental aspects of soil science with an emphasis on topics useful to landscape architects and professionals in related fields. The book begins with a discussion of soil surveys developed in different countries, followed by a concise description of soil components and how the interactions between air, water, and nutrients affect plant growth. It examines methods for controlling erosion, particularly in light of modern irrigation techniques. It describes the chemistry of plant growth, devotes four chapters to macro- and micro-nutrients, and features a detailed discussion of ways to diagnose and correct plant disorders. It also looks at the engineering aspects of soils and includes a detailed list of references for further information. Written by an experienced teacher with an extensive background in landscape architecture, this volume will be an invaluable source for students and researchers in architecture, horticulture, and urban planning.

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41

Interactive workshop between students and teachers of Ayurveda in Rasa shastra & Bhaishajya kalpana (26-27 February, 2005): Under the aegis of WHO & Deptt. of Ayush, Ministry of Health & F.W., Govt. of India. Rashtriya Ayurveda Vidyapeeth, 2005.

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42

Nagda, Biren (Ratnesh) A., Patricia Gurin, and Jaclyn Rodríguez. Intergroup Dialogue: Education for Social Justice. Edited by Phillip L. Hammack. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199938735.013.25.

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This chapter focuses on intergroup dialogue (IGD), an educational approach that teaches about and for social justice. Intergroup dialogue addresses one of the central concerns in contemporary research on intergroup contact between groups with distinct social statuses: Do identity salience and positive relationships mobilize or sedate collective action on the part of disadvantaged or advantaged groups? We explicate how IGD addresses the concerns through its theoretical and practice model. IGD pedagogy—content, structured interaction, and facilitation—fosters critical-dialogic communication processes that in turn impact cognitive and affective psychological processes. These two kinds of processes then produce outcomes. Results from a longitudinal, multi-site field experiment of randomly assigned (dialogue and control) students (N = 1437) showed significant treatment effects for dialogue students and strong support for the theoretical model and the centrality of the communication processes. These results support our claim that critical-dialogic intergroup dialogue heightens, not mutes, commitment to action.

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43

Mukama, Evode, and Laurent Nkusi. Ubushakashatsi mu Bumenyi Nyamuntu n’Imibanire y’Abantu. African Minds, 2019. http://dx.doi.org/10.47622/9781928331971.

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Research in developed countries is often considered as a means to pave the way towards sustainable development in different areas of the society including science and technology, the economy, governance and security. Researchers in developing countries rarely have the opportunity to use their indigenous languages to design, plan and conduct research. Nor do they communicate in their indigenous languages to share their insights and learnings from other parts of the world with colleagues or students. Utilising the languages that researchers, students and teachers, policymakers, the community, and others interested in research understand better can help to generate new knowledge embedded in local realities where sustainable development needs to take root. That is why this book is in Kinyarwanda. The authors hope that writing this book in Kinyarwanda will increase research capacity in the humanities and social sciences in Rwanda and in the region. And that it will increase interaction between all key stakeholders in the planning and conducting of research as well as in analysing, monitoring and evaluating the research process and its outputs.]

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44

Kotzee, Ben. Cyborgs, Knowledge, and Credit for Learning. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198769811.003.0013.

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If digital technology today makes children able to rely on external aids (pocket calculators, Google, etc.) in their learning, is it still necessary to teach traditional school knowledge (such as mental arithmetic, recall of facts)? In this chapter, the debate about extended cognition is approached from the perspective of education. It is asked whether a human–machine interaction constitutes good learning in an effort to distinguish between when a person truly comes to know something aided by technology and when they merely parrot or copy something from technology. The standard answer to this question is that the difference is made by how well the technology in question is integrated in one’s cognitive character. Instead, it is argued that the difference lies in one’s acquired facility with the technology in question—credit for what one comes to know using technology when one has learned to use that technology well enough.

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