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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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Leonard, Diana Kay. "Shaping Fuzzy Goals through Teacher-Student Interaction: A Detailed Look at Communication between Community College Faculty and Transfer Students." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/193806.
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SHAPING FUZZY GOALS THROUGH TEACHER-STUDENT INTERACTION: A DETAILED LOOK AT THE COMMUNICATION BETWEEN COMMUNITY COLLEGE FACULTY AND TRANSFER STUDENTS by Diana K. Leonard Faculty-student interactions have been largely neglected in the research regarding community colleges and community college transfer students. Yet faculty serve as points of institutional contact, and might also serve a central role in student experiences and decision-making. The purpose of this study was to increase our understanding of the dynamics and interactions that impact student experiences and decisions regarding transfer at the community college and to understand how those interactions contributed to goal formation. Symbolic interactionism (Blumer, 1969) provided a framework to guide the mixed-methods approach, which was primarily qualitative, utilizing online surveys and personal interviews to investigate students' interpretations of the student-teacher interactions. Quantitative data analysis measured teacher influence. 429 students who successfully transferred to a Research I university in the southwest, from in-state community colleges completed the survey. Ten students from this pool, subsequently interviewed, reflected various levels of uncertainty in their goals to transfer. These uncertain goals were termed "fuzzy" goals.In addition to symbolic interactionism as a framework, Stanton-Salazar's (1997) concept of institutional agents, supported with Bourdieu's (1977) cultural and social capital and Tinto's (1975) theory of social and academic integration were used to guide this study. Findings illustrated that students did utilize their teachers as institutional agents, who provided them with cultural knowledge and facilitated their understanding of procedures and processes through active as well as passive teacher-agency. Five themes emerged in students' interpretation of the student-teacher interactions: support, motivation, guidance, inspiration, and modeling. All had varying effects on students' uncertainty and contributed to shaping their fuzzy goals and to their social and academic integration into academe.This study can inform our understanding of the well-known gap in BA attainment between students who begin at a community college intending to transfer and students who begin at a four-year institution. Further, this study can inform strategic planning geared toward supporting teachers more fully in their role as institutional agents conveying social and cultural capital to students to increase their leverage for success once they transfer to the university.
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Hoffmann, Janet Margaret. "The role of teacher-student interaction in the relationship between teacher expectations for students with communication apprehension and subsequent achievement in two elementary school classrooms /." Thesis, Connect to this title online; UW restricted, 1992. http://hdl.handle.net/1773/8232.
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Bunts-Anderson, Kimberly. "Relations between teachers' conceptions of in-class and out-of-class interactions and reported teaching practices teachers' belief study /." Phd thesis, Australia : Macquarie University, 2006. http://hdl.handle.net/1959.14/82707.
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Thesis (PhD)--Macquarie University, Division of Linguistics & Psychology, Department of Linguistics, 2006.<br>Bibliography: p. 372-438.<br>Introduction: the influence of second language teachers' conceptions and the role of interactions in language learning -- Literature review -- Theory and methodology -- Teachers' conceptions of in-class interactions -- Teachers' conceptions of out-of-class interactions -- Differences between EAP teachers' experiences and conceptual development: in-class and out-of-class interactions -- Two categorical frameworks for ICI and OCI context: similarities, differences and relations -- Discussion and conclusion.<br>Spoken interaction with others is one of the most powerful tools in learning and teaching a second language. This investigation is concerned with uncovering and categorising the ways a group of L2 teachers' describe their experiences and beliefs of two types of spoken interaction; those that occur in the classroom (ICI) and those that occur outside the classroom (OCI). Twenty-eight EAP teachers were interviewed using phenomenographic and ethnographic investigative approaches and asked to describe their experiences and how they thought about and used spoken interactions in the teaching and learning of a situated lesson. The conceptions that emerged as consistent (reported as experienced most frequently across the group and within individual transcripts) were identified and categorised into two sets of categories of description (COD) one for each type of interaction. Across the group of teachers, five stable ICI categories of conceptions were identified and four stable OCI categories of conceptions were identified. These categories describe the range of conceptions that emerged across the group as a whole and do not attempt to rate the understandings of individual teachers. -- The conceptions of interactions in both sets of categories followed a hierarchal pattern of development from less complete to more complete understandings of these interactions. These descriptions formed two frameworks that are supported by similar patterns describing less complete and more complete understandings of various concepts in sets of categories published in other education settings (Marton & Booth, 1997). Exploration into the teaching and learning approaches reported in the teachers' experiences of ICI and OCI indicated that the utilization of interactions was constrained by the ways these interactions were conceived. Relations between more developed conceptions of both phenomena emerged in situations where more developed conceptions were reported. In these situations both ICI and OCI were simultaneously present in the teachers' awareness and perceived as different aspects of the same teaching/ learning situations. Across the group the teachers reported less powerful ideas of how to utilize OCI than how to utilize ICI.<br>Mode of access: World Wide Web.<br>xvii, 496 p. ill
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Andersson, Sandra. "Loggboken som ett kommunikationsverktyg : Att synliggöra elevers kunskap och utveckling via loggboksskrivande." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-35997.
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Den här rapporten beskriver mitt utvecklingsarbete med elevers loggboksskrivande inom två kurser på Restaurang, bar och vin utbildning på Studium Restaurang & Bageri i Göteborg. Idén till utvecklingsarbetet fick jag när jag märkte att elever upplevde att de fick för dålig feedback och inte riktigt förstod vad de skulle göra för att lyckas uppnå betygskriterierna inom två kurser. Syftet med mitt utvecklingsarbete är ta fram en loggbok och att undersöka om loggboksskrivande kan skapa en ökad kommunikation mellan lärare och lärare och elever. Första steget i utvecklingsarbetet blev att skapa och implementera loggböcker i två kurser. Resultatet blev att eleverna upplevde loggboken mycket positivt. Eleverna tyckte att loggböckerna blev ett naturligt verktyg för dem att se sin kunskapsutveckling och föra en kontinuerlig kommunikation med mig och min kollega som var deras undervisande lärare. Slutsatsen är att arbetet med loggboken ger en bättre överblick över elevens utveckling. Loggboken visar elevens delaktighet samt fungerar som en viktig kommunikationskanal mellan lärare och elev. Genom arbetet med loggboken dokumenterar eleverna sin egen kunskapsutveckling och kan via lärarens återkoppling se hur de ska kunna ta nästa steg. Slutsatsen är att loggboken ger eleverna chansen att öka sin påverkan på studierna och målen samt att lärarens återkoppling har stor inverkan på eleverna. Genom arbetet med loggboken har vi lärare också fått ett bra verktyg för att kunna utveckla vår undervisning.<br>This report demonstrates my research on how students may improve their progress in course with the help of journal writing. I have based my research on two courses within the Restaurant, bar and wine program at Studium Hospitality & Bakery in Gothenburg. I came up with the idea for the research when I noticed how the students experienced little to no feedback and didn´t really understand what they should do to excel in their courses. The purpose of the research is to develop a practical and easy-to-work journal and to find out if journal writing can improve the communication between teachers and teacher students. To achieve this I implemented a journal in two courses. The feedback from the students was positive. They thought the journals quickly became a natural tool to be able to see their own progress and also, they were able to have an ongoing interaction between teacher and student. In conclusion the journal has given a better overview of the progress a student makes during the course. The journal works as a tool to oversee attendance and it is also an important communication channel between student and teacher. Through the work with the journal the students document their own progression within the course, hence will be able to detect the next step of their development. The journal gives the students the opportunity to discuss which elements of the course have been critical to reach increased progression. It has also given the teachers an important tool to develop their teaching.
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Yilmaz, Ruhmén Susanna. "Law and order in Schools? : A comparative study on legal regulations of the social interaction between teacher and students in Finland and Sweden." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-323589.
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The following thesis investigates differences and similarities in the social aspect of teachers’ professional work, as described through teachers’ rights and responsibilities regulated in national school law of the social interaction teacher-student in Finland and Sweden. This thesis is written as a pilot-study in the Swedish Research Council project concerning teacher autonomy in Sweden, England, Finland and Germany. Teacher autonomy is seen as a multidimensional concept in recent research made, and in an analytical matrix developed by Wermke and Salokangas (2016) teacher autonomy can be analyzed on different levels and in different domains of teachers’ professional work. This thesis connects to the social domain in the analytical matrix, which concerns disciplinary policies in the social interaction between teacher and students and thus explores the social part (or dimension) of teacher autonomy. The methods adopted in this thesis are content analysis and comparative method where documents on a national level (i.e. school law) and local level (i.e. rules of conduct) from Finland and Sweden are analyzed. Three terms (i.e. rights, responsibility and offensive actions) guide the analysis together with three analytical questions drawing on Ingersoll’s (2003) research where decisions concerning the social aspect of schooling was proven to be the most important area of teachers’ decision-making power. The results of the investigation indicate that there are both similarities and differences in how the social aspect of teachers’ work is described on national and local level in Finland and Sweden. On national level for example, both Finnish and Swedish teachers can take disciplinary measures to maintain a safe study- and classroom environment, although it is more regulated in the Finnish school law. The investigation also shows that there is a clearer connection between the national level and the local level in Finland, a connection which cannot be perceived in the Swedish case. Lastly, the possibility of reporting teachers divides the two countries apart where in Sweden this is described in the school law, which is not expressed in the Finnish school law.
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Johnson, Kenneth Earl. "Outcome-based evaluation of interpersonal relationships between teachers and students at the Northwest Florida School for Boys." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000013.
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Priest, Mary. "Learning science from television in the classroom : a case study of the interaction between the science message, the message of the medium, the pupil and the teacher." Thesis, University of Reading, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384874.
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Milette, Claude Charles. "Analysis of the interaction between students, teacher, and materials in centre d'interet' projects developed for technical-vocational school programs at the secondary school level in the province of Quebec /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487588939090383.
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Tanyi, Agnes A. "Parents' and teachers' perceptions of the relationship between teacher-parent interactions and teacher behavior in Metropolitan Atlanta, Georgia." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1998. http://digitalcommons.auctr.edu/dissertations/1383.
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This study examined parents' and teachers' perceptions of the relationship between teacher-parent interactions and teacher behavior in elementary schools in Metropolitan Atlanta, Georgia.
The study was based on the premise that interactions between teachers and parents are related to teacher behavior in the classroom. Teacher-parent conferencing, teacherstudent interactions, and teacher expectation of students were identified as indicators of teacher behavior. Moderator variables included ethnicity, gender, and grade level. A survey was developed to gather data for this research investigation and the Statistical Package for the Social Science (SPSS) was used to analyze the data.
The researcher found that parents and teachers at the elementary school level reported a statistically significant relationship between teacher-parent interactions and the way teachers behave toward parents and students. The study also found some differences in perceptions between parents and teachers in certain areas. The conclusions derived from the findings of this study suggest that frequent and positive communications between teachers and parents are vital factors in students' well being. The results of this investigation clearly identifies the need for parents and teachers to stay in contact and positively so, with one another. Also, the study found that teachers tend to stay away from children whose parents are perceived to be negative and hard to deal with. Children stand to gain academically and socially if parents and teachers are complimentary of one another.
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Hobor, Gloria Argenti. "Literacy Coaching: A Case Study of the Interactions Between a Literacy Coach and Preschool Teachers." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1405019294.
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Kakos, Michalis. "The interaction between students and teachers in citizenship education." Thesis, University of York, 2007. http://etheses.whiterose.ac.uk/9916/.
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Kitchel, Tracy Jonathan. "Personality type as a predictor of interaction between student teachers and cooperating teachers." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4146.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2005.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 24, 2006) Vita. Includes bibliographical references.
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Letman, Simon Rafe. "'Engaging with each other' : how between-teacher interactions inform practice." Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268518.
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LeBeau, Jenny. "The relationship between service learning and student-faculty interactions." Pullman, Wash. : Washington State University, 2008. http://www.dissertations.wsu.edu/Thesis/Fall2008/j_lebeau_112008.pdf.
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Thesis (M.A. in education)--Washington State University, December, 2008.<br>Title from PDF title page (viewed on June 19, 2009). "College of Education." Includes bibliographical references (p. 42-48).
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Lampi, Andrea Ruth. "Teacher-student interactions differences between students with and without behavior problems /." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0015645.
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Rosado, Melody Ann. "TITLE: EVALUATING THE RELATIONSHIP BETWEEN PSYCHOLOGICAL FLEXIBILITY, TEACHER SELF-EFFICACY, TEACHER-STUDENT INTERACTIONS, AND BURNOUT SYNDROME." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2139.
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The purpose of this study is to evaluate the relationship between psychological flexibility, teacher-student interactions, teacher self-efficacy, and burnout syndrome, in order to examine the extent to which Montessori school teachers experience psychological inflexibility, burnout syndrome, negative student-teacher interactions, and teaching inefficacy by collecting scores on a set of multiple self-report questionnaires. The present study overall attempts to provide information that can be utilized in the development of prevention-based interventions designed to decrease symptoms of stress and burnout, increase teacher self-efficacy, and improve interactions between teachers and students. Result showed that psychological inflexibility is a perceived symptom that is highly correlated with the first two symptoms of burnout that develop: emotional exhaustion and depersonalization. It was also found that even though teachers felt burnout, it did not have an affect on their relationships with their students. With continued development in the understanding of the relationship between psychological flexibility, educator burnout, and related measures, future research may lead to effective interventions designed to prevent, treat, and stop burnout symptoms from occurring.
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Sylvester, Betty Ruth. "An examination of the interaction between exemplary teachers and struggling writers." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001916.
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Alwahbi, Abdullah Abdulmohsen. "Using contingency contracting to improve social interactions between students with ASD and their peers." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5907.
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Students with autism spectrum disorder (ASD) have severe impairment in social skills, which affects all areas of development. Researchers have indicated peer-mediated intervention (PMI) may improve social skills of children with ASD. PMI involves training carefully selected nondisabled peers to teach academic or social skills to students with disabilities using strategies such as modeling, prompting, and reinforcement in an inclusive education setting. However, a review of the literature suggests that PMI in and of itself may be beneficial, but not sufficient, to enhance social interaction among students with ASD and their peers. The literature suggests that incorporating components that encourage student interaction in the PMI procedures may enhance its effectiveness.
The purpose of this study was to compare the effects of peer training and peer training with contingency contracting on the frequency of social interactions between children with ASD and their nondisabled peers. I chose contingency contracting in the study because it involves the use of systematic prompting and reinforcement to increase student interaction. Three students with ASD and six typically developing peers enrolled in an inclusive elementary school in Saudi Arabia participated in the study. I conducted the study using a multiple-baseline design across participants. The results showed that peer training alone did not improve or maintain the social interactions between the participants. When the intervention included contingency contracting, the frequency of social interactions significantly increased.
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Wallace, Jason D. "Behavioral analysis of interactions between teachers and children with selective mutism." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000414.
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Pettis, Kelly Sue. "The Relationship Between Teacher-Student Interactions and Student Course Engagement from a Student Perspective." Thesis, Grand Canyon University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10638859.
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<p> The extent of the relationship between teacher-student interaction and student course engagement was not known. This quantitative, correlational study examined if, and to what extent, a relationship existed between these four domains and student course engagement of technical college students. The Model of Teacher Behavior, Social Cognitive Theory, and the engagement conceptual framework provided the theoretical foundations and framework for this study. The research questions addressed if there was a significant relationship between each domain of teacher-student interaction and student course engagement, and of the four domains, which was the strongest, as well as weakest predictor of student course engagement. One hundred eighty-five participants enrolled in English classes at a technical college in the Northeastern United States completed the questionnaires on Teacher Interaction and Student Course Engagement. Pearson’s <i>r</i> – a parametric statistic – revealed a positive relationship between cooperation and student course engagement: <i>r</i> = .363, <i>p</i> < .001, two-tailed. This relationship suggested that as scores on cooperation increase, student course engagement also tends to increase. The results from the bootstrap approach for the regression analysis suggested the cooperation domain was significantly associated with course engagement: 95% CI [.32, 1.41]. This study adds to the existing body of knowledge on teacher-student interactions and student course engagement by focusing on each domain of teacher-student interaction.</p><p>
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Lomas, Gregor. "The relationship between mathematics educators' beliefs and their teaching practices." Curtin University of Technology, Science and Mathematics Education Centre, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15901.
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This longitudinal study explored the extent to which mathematics education lecturers' constructivist beliefs and aligned practices were communicated to students in a New Zealand primary pre-service teacher education degree programme. An integral part of this exploration was the identification of particular aspects of lecturers' practice that had a significant impact in enhancing the adoption of constructivist ideas on learning and constructivist-aligned teaching practices by student teachers. This goal had a practical focus on more effective course teaching within the chosen philosophical framework of constructivism. At a more theoretical level, there was a focus on the development of a constructivist approach to teacher education for teacher educators through the medium of mathematics education. A potential outcome of the development and widespread adoption of such a constructivist-aligned pedagogy within teacher education could be the significant furthering of a "reform" (or transformative) agenda in school education with its potential for enhanced learning by children. The methodology comprised both quantitative (survey) and qualitative (interview) techniques to collect information which allowed the capture of different but complementary data, so building a "rich" data set. The surveys were conducted using two leaming environment instruments underpinned by particular constructivist perspectives: one focusing on the overall nature of the learning environment at an individual level from a critical constructivist perspective, and the other focusing on the nature of interactions between teacher and student teachers at a classroom level from a socio-cultural constructivist perspective.<br>Surveys were conducted with the lecturers at the beginning and toward the end of the study, while the student teachers in these lecturers' classes were surveyed over a three year period. The interviews were semi-structured following an interpretative (evolving) research approach, with the "results" of ongoing data analysis being fed into later interviews. The interview data were analysed for personal perceptions and understandings rather than for generalisation and prediction with the intention of focusing on the identification of emergent themes. Interviews were conducted with lecturers at the beginning of the study and again toward its conclusion while student teachers were interviewed at the end of the study. The lecturers claimed constructivism as their underlying philosophical belief system and the initial surveys established baseline data on the actual nature of the lecturers' beliefs and how these were perceived by the student teachers. Similarly, the initial interviews explored the espoused beliefs and congruent practices of lecturers and student teachers. These two sets of data were compared to establish their congruence or otherwise. Further interviews with the lecturers focused on the survey data and my reconstruction of what the lecturers had said previously when interviewed. Later survey and interview data were also examined against the baseline data for evidence of change over the four years of the study. The data demonstrated that the student teachers perceived the existence of moderate to strong socio-cultural constructivist-aligned classroom environments when considered at a class (group) level, and a moderate alignment with critical perspectives at the individual (personal) level.<br>There was a high degree of consistency between staff and student teacher views, and the student teachers' views were consistent across the year groups (first, second and third years) and throughout the four years of the study. Lecturer practice(s) congruent with constructivism were the basis for student teacher change toward understanding and their adoption of constructivist ideas and aligned practices. Specific lecturer practices were identified as particularly effective in achieving such change. These effective lecturer practices may assist in establishing the foundations of a constructivist-aligned pedagogy for teacher education. The lecturers' modeling of the practices they were promoting for student teachers' practice was identified as a key element in promoting change. Indeed, the tension between traditional and transfornative approaches was exacerbated in situations where lecturers' promotion of a preferred practice was different from that which they enacted. The continuing existence of such situations and associated tensions has the potential to limit the extent of any change.
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Brownstein, Erica Marie. "Interaction between assessment and instruction in science : a teacher's decision-making process /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487947908403481.
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Loveless, A. M. "The interaction between primary teachers' perceptions of information and communication technology (ICT) and their pedagogy." Thesis, University of Brighton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368447.
Full textAbstract:
The thesis focuses on the interaction between primary teachers' perceptions of Information and Communication Technology (lCT) and their pedagogy. Their perceptions of ICT are explored in terms of their reported understandings of the nature and purpose of ICT in primary schools and the influence these have on pedagogy as an expression of professional knowledge. A qualitative, case study approach was used to investigate the perceptions and pedagogy of a small group of teachers working within one school, . Carberry Junior School'. The study was carried out during an eighteen month period of significant change in primary schools responding to the UK Government's National Grid for Learning initiative and its impact on models of access to ICT resources and expectations in teaching and pupil achievement. The findings provide insight into three dimensions of the teachers' perceptions of ICT: as a social and cultural phenomenon; as an ambiguous construction of a discrete subject, curriculum resource and higher-order capability: as a 'new' field in primary schools. The teachers' professional knowledge is expressed in:their subject knowledge of ICT capability; their pedagogic knowledge with different models of access to ICT resources; their repertoires of representations of ICT; their identity as professionals in the 'Information Age'; their membership of a community of practice engaged in the pedagogical use of ICT. The analysis starts from an interactive model of professional knowledge, proposed by Banks, Leach and Moon. A revised model is proposed for the case study that draws upon Wenger's theory of learning in communities of practice. This has the additional merit of providing a framework to theorise and describe the interaction of the teachers' perceptions of ICT and pedagogy presented in the mutuality between personal experience and emergent practice.
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Smart, Julie Brockman. "Teacher-student interactions and domain-specific motivation the relationship between students' perceptions of teacher interpersonal behavior and motivation in middle school science /." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1252937632/.
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Larsson, Anna. "‘Almost all teachers dislike questions, they don’t want many questions’ : An investigation of social practice taking place between teachers and students within the Tanzanian classroom." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-216816.
Full textAbstract:
Abstract This paper describes an analysis of social practice taking place between teachers and students within the classroom in a Tanzanian Secondary School. The aim of this contemporary study is to describe and explain classroom interaction with respect to existing role patterns and frame factors. The studied material consists primarily of collected data from classroom observations, with concentration on one class in form one and five single teachers. In addition to the observation method the investigation is also based on complementary informant study where five students within the observed class were interviewed. An analysis consisting of categorisation, description, and explanation of the different variables of verbal and written communication is expected to yield information about the social practice within the Tanzanian classroom. Such information will aid in addressing a potential connection between pattern of roles and certain frame factors. The results of the observations imply that the teacher has the most active role; the teaching was almost entirely based on the use of direct, reproductive, teacher-centered methods leaving diminutive room for student moves. A notably high frequency of questions of a reproductive form, where students merely had to emulate the teacher, was discovered. Even though students were rarely addressed with questions of an open form, observations and interviews reveal students’ eager to break free from their constrained roles. What occurred to be a fixed pattern of steered activities turned out to be highly dynamical process. Considering relevant frame factors, there are reasons to believe that the Tanzanian classroom interaction is about to shift from a monologic to a dialogic classroom discourse; making this a highly interesting matter to investigate.
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Trivette, Carol M. "Quality Interactions Between Professionals and Families to Enhance Child Learning." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4454.
Full textAbstract:
Young children learn through the interactions they have within their environments. These interactions include all of the people who support them (parents, family members, interventionists, therapists, childcare providers, and other practitioners). This session will focus on how practitioners can help parents, families, and other adult caregivers develop the types of interactions needed to have a lasting positive impact on the learning of their young children with disabilities. Objectives: Explore strategies for helping families understand early communication attempts of children before language is developed or in the presence of a delay or disability Explore how adult-child interactions change to promote children’s learning Explore the role of the environment in the interaction between parent and child
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Chen, YI-YI, and 陳怡怡. "The parent-teacher interaction between pre-school teachers and new immigrant mothers." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/24479496134720559328.
Full textAbstract:
碩士<br>國立臺南大學<br>幼兒教育學系碩士在職專班<br>103<br>This study is based on the interviews taken in qualitative researchas the main research method, which is aimed a tunderstanding the interaction process between kindergarten teachers and new
inhabitant mothers, the interactive methods taken by teachers, as well as the appropriate assistance taken by teachers to help with these mothers. The researcher worked with 7 kindergarten teachers to complete the interviews, transferred the interviews into written documents, and then combined other relevant documents altogether to do further analysis. This research has obtained the conclusion as followings.
1. The interaction between kindergarten teachers and new inhabitant mothers
i. Often, most of the teachers make face to face interaction orally with new inhabitant mothers when they bring children to the school and come to take children home from the school. In particular, teachers select the time when new inhabitant mothers pick their children up in the afternoon. On the other hands, teachers ill take the opportunities of school activities, phone calls, writing notes, and parents contact book to make deeper connection with these mothers. The main contents of bilateral interaction mainly focus on the discussion of the children of new inhabitant on their academic performance and behavior at home as well as in the school.
ii. The interviewed teachers explain the advantages and needs of children to their mother, and guide the mothers with practical illustration, encouragement, or demonstration of children’s classmate works to increase the depth of mother’s understanding. However, new inhabitant mothers still have language obstacles in communicating with teachers. Therefore, teachers explain the topic in an easier way, or slow down the speaking speed, or use kids language and body language to make better explanation and guidance in every discussion, until the mothers can fully understand the topic.
2. The assistance from teachers toward new inhabitant mothers
i. Through school activities, teachers often have chances to encourage new inhabitant family members to feel the dedication made by the mother, and further encourage them to be proud of mother’s language. Besides, teachers will conduct the program with topic of “New Inhabitant Mother” to make school children to be able to know the cultures of different countries and further establish the concept of “Global Village” and “World Vision”, and progressively trained the school kids to have wider view of points, dreams, and ambitions.
ii. The teachers provide relevant information of social resources for new inhabitant mothers to take part with, such as adult vocabulary learning class, consultation programs.
iii. The teachers work together with new inhabitant mothers to help improve kid’s behavior and see obvious and positive progress afterwards.
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Chen, Kuan-Chen, and 陳冠蓁. "The Relationship between Kindergarten Parent-teacher Interaction and Parents\' Participation." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/d33s3f.
Full textAbstract:
碩士<br>國立屏東科技大學<br>幼兒保育系所<br>106<br>This research aims to explore the relationshipbetween kindergarten parent-teacher interaction on parental involvement and analyze the difference in involvement of parents with different backgrounds. Its content mainly includes parent-teacher interaction status, parental involvement status as well as the influence of parent-teacher interaction upon parental involvement. In addition, this research adopts the methods like literature review and questionnaire survey, and takes Questionnaire on Parental Involvement in School Education compiled by Research Institute of Ministry of Science and Technology (Project No. NSC104-2410-H-020-008-) leaded by Lin Chunwen (2015) as research tool according to research purpose and literature review results, so as to collect research data. Stratified random sampling method is used to select samples, with a total of 249 questionnaires issued and a total of 167 valid questionnaires collected.
Through independent sample T test, one-way ANOVA and Pearson Product-moment correlation analysis, the following research results are obtained.
Firstly, kindergarten parents held that parent-teacher interaction included trust, intimacy and confrontation, and their interaction varied with the gender, place of residence, level of education, and annual household income of parents.
Secondly, kindergarten parents held that parents should involve in their children's education, with the involvement types including parenting education, information communication, parent learning and participation in school affairs, and their views on parental involvement varied according to the parents' place of residence.
Thirdly, the views of kindergarten parents on parental interaction could affect the degree of parental involvement.
Lastly, suggestions are offered based on the findings of this research, with a view of providing references for other researchers.
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HUI-LING, HUANG, and 黃惠鈴. "Kindergarten’s teacher use empathic language in the action research of the interaction between teachers and students." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/795y2s.
Full textAbstract:
碩士<br>國立臺東大學<br>幼兒教育學系碩士班<br>97<br>This research aims to explore how teachers use the empathic language in the classroom interaction and also the variation of it. The researcher also surveys the ability of teacher-student interaction of kindergarten teachers.
This research adopts the action research method. The participants include the researcher (also the home-room teacher) and a group of children at their ages from four to seven. All the data is gathered through classroom observation, audio recoding, interview, and reflective journals.
Followings are the research results:
1. The right time to use empathic language is when children express their experience actively, the teachers have to listen carefully and then use empathic language to express children’s mind including the fact children experience and the changes of their emotion. When children are understood and accepted, they show more willingness to describe and share what they experience. In this way, it will boost positive interaction between teachers and students.
2. The changes of teachers and students' interaction in applying empathic language:
(1) Without empathic language, teacher's attitude toward children is unconcerned and children feel boring.
(2) Using the empathic language in the teacher-student interactions helps the children be aware of and accept their emotion. When a child has a positive emotion, the empathic language timely fulfills the needs of acceptance; when a child has a negative emotion, the empathic language efficiently helps children learn how to adjust their own emotion and even think up their own solution for the problems.
3. Reflections from this study
(1) Two ways to solve the difficulties in applying empathic language which
includes (a) the activities regarding feelings is beneficial to improve teachers and students' expression, (b) applying "I" message is beneficial to solve the conflicts between teachers and students.
(2) After the research, it says that the effect when teachers using empathic language in the interaction between teachers and students will be affected by how much the teacher know about empathic language, teacher’s self-emotion control, the pressure of time and other external interference factors.
Finally, according to the research results, further concrete suggestions will be made to the kindergarten, teachers and the follow-up researches for reference.
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Kao, Chia-Chen, and 高家臻. "A Study of the Relationships between Kindergarten Teachers’ Cultural Beliefs, Teacher-Student Interaction and Students’ Adjustment." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/88772296039349251819.
Full textAbstract:
碩士<br>大葉大學<br>教育專業發展研究所<br>105<br>This study aims to explore the current situation and the relationship among kindergarten teachers' cultural beliefs, teacher-student interaction and students’ adjustment. This study also aims to analysis the differences in kindergarten teachers' cultural beliefs, teacher-student interaction and students’ adjustment. Finally the mediation effect analysis of kindergarten teachers' cultural beliefs and teacher-student interaction on the relationship of teacher’s background variables and students’ adjustment will be analyzed.
A total of 444 teachers in central Taiwan (Taichung City, Nantou County, Changhua County) will be retrieved by questionnaire survey. This study used the kindergarten teachers' cultural beliefs scale, teacher-student interaction scale and students’ adjustment scale. Descriptive statistical analysis, t-test, one-way ANOVA, Pearson product-moment correlation, and regression analysis will be used to analyze the data.
According to the reserch, under different backgrounds, there are significant differences and relationship among cultural belief and teacher-student interaction and students’ adjustment of the kindergarten teachers. In addition, the kindergarten teachers with cultural belief will predict teacher-student interaction and students’ adjustment. The kindergarten teachers with teacher-student interaction will predict students’ adjustment. Finally, the research results show that teacher-student interaction has a significant mediating effect on the relationship between cultural belief and students’ adjustment.
According to the results in the study, it will provide suggestions for parents, teachers and researchers in the future as the reference.
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Chuan, Chen Shu, and 陳淑娟. "The Interaction Between Student Teacher and Mentor on Kindergarten -- Two case Studies." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/89419189171455276492.
Full textAbstract:
碩士<br>國立新竹師範學院<br>幼兒教育研究所<br>88<br>The Interaction Between Student Teacher and Mentor in Kindergarten - Two Case Studies
Abstract
The purpose of this research is to investigate the process of the interaction between student teacher and mentor in kindergarten. Participants are two pairs of student teacher and her mentors. With the perspective of qualitative research, the data were collected from participatant-bservation, interview, and document . The findings are:
1. The interaction between student teacher and mentor is influenced by the expectation and understanding of each other following the events.
2. Most interaction between student teacher and mentor are happened during snack-time and outdoor-play time.
3. Work-related and personal issues are two major contents of student teacher and mentor''s interaction. When the contents trend to be work-related, the relationship between student teacher and mentor is not closed, on the contrary, when they get used to share personal thoughts such as values, they have closer relationship.
4. In the interaction process, mentor is more active than student teacher.
5. Student teacher and mentor will experience ''on-looker phase'' when they first meet, and the following phases differently appear due to their personality characteristics, thinking model as well as special events during the semester.
6.Both individual and external factors have influence on the interaction between student teacher and mentor. Personality characteristics and communication skill have great influence during the interaction process, reflective thinking also plays a crucial role. On the other hand, both student teacher and mentor who think reflectly and respect each other will establish better interaction.
Based on the findings, implications for student teacher, mentor, pre-service training and future studies are suggested.
Key words: student teacher, mentor, interaction between student teacher and mentor
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Lai, Yi-Pey, and 賴怡珮. "A study of multicultural literacy of preschool teachers and the parent-teacher interaction between foreign spouse and preschool teachers." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/13233798356442399588.
Full textAbstract:
碩士<br>國立臺中教育大學<br>幼兒教育學系碩士班<br>95<br>The purpose of this study is to explore of multicultural literacy of preschool teachers and the interaction between foreign spouse and teachers. The study was based on data from 215 preschool teachers who used to teach children from foreign families in Taichung County and Taichung City selected as subjects for the study. We use a structured questionnaire to present the study. In addition, using semi-structured way to interview with four preschool teachers can further on knowing the actual situation between foreign spouse and preschool teachers.
The findings of this study are listed as follows:
1.Although preschool teachers understand basic concepts of multicultural education, they still need to improve their multicultural knowledge.
2.“Is the language ability of foreign spouse’s child usually weaker?” That needs more researches to confirm the saying.
3.The interaction between preschool teachers and foreign spouse is positive. They have good communication and they usually talk to each other face to face.
4.The interaction between preschool teachers and foreign spouse would not be affected by the foreign spouse’ poor Chinese speaking abilities.
5.The preschool teachers in different ages have different multicultural teaching skills. The Mean of those teachers in the age of 50-59 who owning multicultural teaching skills is highest, and the age of 20-29 is lowest.
6.The preschool teachers having different teaching experiences do make the differences of multicultural teaching skills and the multicultural literacy. The Mean of preschool teachers who have more than 21 years teaching experiences is higher than those who have 6-10 years teaching experiences.
7.The preschool teachers who have ever taught foreign spouse’ children are differ from those who have not in the multicultural awareness and multicultural literacy. The Mean of preschool teachers who have taught more than 6 foreign spouse’ children is more than those who have taught less than 5 foreign spouse’ children.
8.The preschool teachers in different ages are affected by the influences of parent-teacher interaction significantly. The Mean of the preschool teachers in the age of 40-49 is higher than those in the age of 30-39.
9.The preschool teachers having different teaching experiences do make the differences between both the influence of parent-teacher interaction and the wholly parent-teacher interaction. The Mean of the preschool teachers who have more than 21 years teaching experiences is higher than those who have less than 5 years teaching experiences.
10.The preschool teachers’ multicultural literacy and the interaction between parents and teachers can influence each other very much. Those preschool teachers who have better multicultural literacy can have better interactions with those foreign spouse.
Based on the findings this study would offer the advices to preschool teachers, the kindergartens and nursery schools, teacher preparation education, government and future research.
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Chang, Li-Chuan, and 張麗娟. "A study on parent-teacher interaction between and teachers of public kindergarten and newly immigrants in Taipei." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/89731650582498835020.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>社會教育與文化行政碩士學位在職專班<br>102<br>A study on parent-teacher interaction between and teachers of public kindergarten and newly immigrants in Taipei
By Chang,Li-Chuan
Abstract
The main purpose of this study was to understand the contents, methods, obstacles, and effects of parent-teacher interaction between and teachers of public kindergarten and newly immigrants in Taipei. The samples for this study were teachers from public kindergarten in Taipei by stratified cluster sampling. A questionnaire was developed for data collection and a total of 383 responses were valid for analyses. The findings were as follows:
1.Contents communicated by teachers and newly immigrants were mainly about “positive behaviors of children”.
2.There were significant differences in parent-teacher interaction contents in terms of different personal backgrounds.
3.Interaction method used most frequently between teachers and parents was “face to face communication”. And there were significant differences in parent-teacher interaction methods in terms of different personal backgrounds.
4.Main interaction obstacle between teachers and parents was that “newly immigrants participate in school activities less frequent”. And there were significant differences in parent-teacher interaction obstacles in terms of different personal backgrounds.
5.Main effect of interaction between teachers and newly immigrants was “linking each other with trust”. And there were significant differences in parent-teacher interaction effects in terms of different personal backgrounds.
Based on the results, several suggestions were provided for relevant institutes and teachers.
Key words: newly immigrants, teacher-parent interaction.
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Chiu, Chuan Yin, and 邱椽茵. "The interaction between teachers and students in an inclusive preschool classroom: a case study from preschool teacher perspective." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/49110422000069713876.
Full textAbstract:
碩士<br>國立政治大學<br>幼兒教育所<br>95<br>The study aims to explore the state of teacher-student and peer interaction in inclusive preschool class setting using a qualitative analysis method focusing on a public inclusive preschool classroom in Taipei County as the research site, with data gathered through a partially participated observation and teacher interviews, to further examine the interaction between preschoolers with special education needs and general preschoolers, and the interaction between preschoolers with special education needs and teachers.
The study found that the interaction between preschoolers with special education needs and general preschoolers tends to take place with positive, nonverbal behaviors, while preschoolers with special education needs tend to be more passive in interactive behavior, and the content of interaction is largely related to game or learning activities, but negative, nonverbal aggressive behavior can appear under a conflict scenario. The interactive behavior between preschoolers with special education needs and teachers tends to take place with positive, verbal behavior, and is often coordinated with nonverbal behavior, where the content of interaction is largely related to the special needs and teaching activities of preschoolers with special education needs; in the progression of interactive behavior, the teacher is more active, whereas in help seeking behavior, preschoolers with special education needs tend to enact an interaction-triggering role. While factors that affect the interactive behavior include: the personality attributes of preschoolers with special education needs, the capability of preschoolers with special education needs, the attitude and guidance of the teacher, and the personality attributes of general preschoolers. As a whole, at the site where the study is conducted, the interaction of preschoolers with special education needs tends to lean towards interactive with adults, while the phenomenon is less seen in the interaction with general preschoolers.
In recapping the foresaid study findings, when implementing the inclusive preschool education, the study presents a tangible recommendation on the interaction between preschools with special education needs and general preschoolers that it is feasible to arrange general preschoolers with better capability and are willing to facilitate preschools with special education needs to engage in learning activities, spearhead them to conflict-solving strategies, which would help to reduce negative behavior, and show preschoolers with special education needs the means to interact with others, as well as encourage them to try. In the aspect of interaction between preschoolers with special education needs and teacher, it is recommendable that during the time of teaching activities, it is best for two teachers to participate at the same time to facilitate preschoolers with special education needs to engage in learning, enhance the interactive opportunities, and create the opportunity for motivating preschoolers with special education needs to engage in interaction.
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GENG, WAN-RUNG, and 耿婉容. "A study of the relationship between teacher-student informal interaction via Facebook and teacher –student relationship in higher education." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/cfvs24.
Full textAbstract:
碩士<br>國立中正大學<br>傳播學系電訊傳播研究所<br>105<br>Facebook has become the most popular social media in higher education. More and more faculty members start to use Facebook with the identity of “teacher”. Facebook has become the newest informal interactive media between the students and the faculty.
The interactive behavior between the students and the faculty can facilitate the exchange of the ideas, values, and feelings, and stabilize teacher-student relationship. This study focuses mainly on students’ point of view to examine the effects of student-faculty interaction and faculty-student interaction via facebook, and the consequences on teacher-student relationship (the expressive of teacher-student relationship and the instrumental of teacher-student relationship).
After analyzing the survey data (n=301) and interview responses, the results verify that the teacher-student informal interaction (the content of interaction, and the type of interaction) via Facebook could positively affect the teacher-student relationship. The results show that student-teacher interaction on course issue and the commenting behavior could both facilitate the expressive ties and the instrumental ties of teacher-student relationship. Finally, this study found that “teacher-student’’ and “student-teacher’’ interactive behavior have notable differences.
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Lee, Pei-ying, and 李裴穎. "The Relationship Between Teacher-Student Interaction and English Learning Satisfaction for Elementary School Students." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/89255257801326073856.
Full textAbstract:
碩士<br>立德大學<br>應用英語研究所<br>97<br>The purpose of this study was to examine the relationship between teacher-student interaction and English learning satisfaction for elementary school students. Moreover, this study also intended to examine teachers’ and students’ perceptions of teacher-student interaction in English classes. The participants were 416 students from the third grade to the sixth grade in Lo-Tung Town. They participated in the questionnaire study and English teachers participated in the interview study.
This study took both quantitative and qualitative approaches, including two kinds of questionnaires: the Questionnaire of Teacher-Student Interaction (QTSI) and the Questionnaire of Learning Satisfaction (QLS); and follow-up one on one interview. The data of the questionnaire were analyzed by one-way ANOVA analysis and Pearson’s product-moment correlation in this study. The major findings were as follows:
First, English teachers thought that teachers’ support and students’ participation would influence teachers’ teaching and students’ English learning in class.
Second, the findings showed that both male and female students considered the cooperation was an important factor in teacher-student interaction; and it would affect their learning in class.
Third, students pointed that the higher interaction between teachers and students, the higher learning satisfaction would be. A positive significant correlation was found between teacher-student interaction and English learning satisfaction in class.
Key words: teacher-student interaction, English learning satisfaction, elementary school student
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HUANG, SHU-CHUAN, and 黃淑娟. "The Implement of Network Community on the Interaction between Teacher and Parent in Preschool." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/86028922360582138173.
Full textAbstract:
碩士<br>中臺科技大學<br>文教事業經營研究所<br>104<br>The purpose of this study is to explore the motivation, the strategy and effectiveness of network community on the interaction between teachers and parents in preschool. It integrates the interviews of teachers and parents and to examine the difficulties of network community on the interaction between teachers and parents in preschool; Moreover, it makes recommendations. Adopting qualitative research and semi-structured in-depth interview with three teachers and six parents from the preschools in Taichung, it has the summarized conclusions as following:
1.The overall environment makes the rising and flourishing of the network community. In accordance with the consideration of preschool and the need of parents, so that the preschool is able to use different kind of network community in the interaction between teachers and parents.
2.According to the need of interaction, preschool uses different kind of network commumities, including Uschool, Facebook and Line. The purpose of use, effectiveness and implementation practices.
3.The predicament of using network community on the interaction between teachers and parents and the recommendations for improvement.
Finally, the researcher makes some suggestions from this study to preschool educators and future researchers.
Key words: preschool, network community, interaction between teacher
and parent
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Lai, Mei-Jung, and 賴美蓉. "The Discourse Interaction between a Teacher and Children during the Teacher''''s Storytelling ─ a Case Study in a Preschool Class." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/34183041687415493027.
Full textAbstract:
碩士<br>國立新竹師範學院<br>幼兒教育研究所<br>89<br>Storytelling is a frequent-used technique adopted by teachers in the preschool education, but the interaction between a teacher and children during storytelling is rarely studied. This paper studies such interaction during the teacher’s storytelling through a qualitative approach. Information is collected by means of observation, interview, photography, etc., and is analyzed in the way of discourse analysis to understand the interaction. We address two problems in this study:
1. What are the structures and overall context of the interaction between a teacher and children during the teacher’s storytelling?
2. How a teacher interacts with children while telling a story?
The studied subjects are a preschool class containing a teacher and 30 children. This paper discusses the discourse interaction in three topics:
1. The discourse structures of the interaction. Structures are classified according to discourse function and discourse subject. Six structures, including IRE and variations, are identified and discussed according to discourse function. According to discourse subject, four structures are identified and discussed, which include the interactions leaded by a teacher and by children.
2. The mutual effects between a teacher and children. Various effects can be observed on subjects in aspects of story contents, life-events, rules, and amusement. Mutual effects can also be found when the teacher guides a child; the teacher may interact to each child differently according to the child’s characteristic.
3. The context of interactions. During storytelling, the overall context of the interaction shows various aspects in three distinct stages, i.e., story beginning, story body, and story ending.
Based on the above findings, this paper provides several suggestions and methods to teachers adopting storytelling activities, and gives directions for future researches in this area.
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CHEN, PO-YU, and 陳柏宇. "A study on the interaction between teacher and students in grade 6 of national primary school." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/9seh92.
Full textAbstract:
碩士<br>國立臺中教育大學<br>教育學系<br>105<br>The purpose of the research was to study, the interactive and one-way relationship between the teacher and students of a sixth grade elementary school. Researchers conducted a 10-week observation of 40 sessions by participated in and observed, with a small tutor from the suburbs of taichung city and 28 students. Participation and observation gave understanding of the nature of the interaction and progress between the teacher and students.Through analysis of date and research the following on clusions were reached.
1.Teachers and students of the interaction between the way. 96% was two-way communication, 4% was one-way communication.
2.Communication between the two sides, to courage the performance, care for students, praise and confidence, a sense of humor and atmosphere.
3.One-way communication, admonish students, give instructions, tell the course content, understand the teaching content.
4.The interaction between teacher and students was 53% controlled, 32% was humorous, 15% was warm.
5.Control of the interaction to complete the task, requiring class attitudes, to comply with the rules of the examination, the progress of the course pressure, reading content, experience sharing, the implementation of incentive measure, came to power, reminders.
6.Humorous interactive activities with teaching and discipline, singing anti-tune, teaching examples, school and class activities to students for humorous objects, with their own humorous object.
7.The warmth of the interaction has a positive performance of the students, concerned about students' condition, maintaining the centripetal force of learning and teaching the students the correct ideas.
According to the above conclusions, this study is based on the teacher’s interaction with students, and it is hoped that it can be used as the casis for reference of educators and give some research directions.Based on the above research finding, this study aims to provide the relevant suggestions for teachers to be used as the basis for the reference of teachers in the way of interaction with the students, and give some research directions.
Key words: the interaction between teacher and students, grade 6 of national primary school, interacetion
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Hsiao, Shufen, and 蕭淑芬. "Dialogue Journal Interaction between Commercial High School Students and Teacher: Exploring the Zone of Proximal Development." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/8fu8n5.
Full textAbstract:
碩士<br>國立中正大學<br>外國語文研究所<br>101<br>This study aims to investigate the salient characteristics of the ZPD (zone of
proximal development) in interactive dialogue journal writing that a teacher and her
students mutually constructed for one school year. The participants in this study were
ten 11th-graders of a national commercial high school in Chiayi City, five of whom
were high proficiency students and five low proficiency students. They took part in a
dialogue journal writing activity from September 2010 to June 2011, lasting for a
whole school year excluding summer and winter vacations. The teacher-researcher
then analyzed the 260 dialogue journal entries collected from both the students and
the teacher by using a scheme of 14 language functions developed by Shuy (1993).
The result showed that the high proficiency students were more capable of
using language functions than the low proficiency students. Nevertheless, the top five
functions performed by the two groups were the same. Secondly, both groups of
students progressed in the use of language functions in different ways. Thirdly, the
teacher scaffolded the two groups of students’ writing competence in different aspects.
Fourthly, two salient ZPD characteristics were explored in this journal writing activity,
including “graduation and contingency” as well as “complementary asymmetric
scaffolding”. Based on the findings, pedagogical implications are discussed and
directions for further studies are proposed.