Relevant bibliographies by topics / Student-teacher interaction

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Student-teacher interaction'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 June 2025

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Journal articles on the topic "Student-teacher interaction"

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Zukorlić, Mirsada, and Slobodan Pavlović. "Student-teacher interaction." Zbornik radova Pedagoskog fakulteta Uzice, no. 25 (2023): 183–98. http://dx.doi.org/10.5937/zrpfu2325159z.

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The paper presents the results of a theoretical analysis of pedagogical work in school as an interactive process. An important aspect of interaction is that it is a process in which one individual influences the behavior of another. In pedagogical communication, such influences are more pronounced and are directed towards the development of personality, with the ties between the subjects of the educational process being solid and strong. That is why education is defined as a kind of interaction between teachers and students. The paper discusses the implications of certain aspects of interaction - teaching, leadership or support for student autonomy and socio-emotional relationships - for the teaching outcomes. Accordingly, emphasis is placed on the conditions which need to be provided in order for the highest level of interaction to be achieved between the main actors in the teaching process - students and teachers.
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Ciscell, Robert. "Increasing Teacher-Student Interaction." Middle School Journal 18, no. 3 (1987): 17–19. http://dx.doi.org/10.1080/00940771.1987.11494728.

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Sugai, George, and Timothy Lewis. "Teacher/Student Interaction Analysis." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 12, no. 4 (1989): 131–38. http://dx.doi.org/10.1177/088840648901200401.

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Irma, Ayuwanti, Marsigit, and Siswoyo Dwi. "Teacher-student interaction in mathematics learning." International Journal of Evaluation and Research in Education (IJERE) 10, no. 2 (2021): 660–67. https://doi.org/10.11591/ijere.v10i2.21184.

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Teacher-students interaction is one of the most important interactions in learning. Teacher-students interaction affects student understanding. However, in practice, there are still many lessons that have not applied teacher-students interaction properly. This study aimed to reveal teacher-student interaction in the mathematics learning process that affects students’ mathematical understanding. This study used a qualitative method with a phenomenological approach. The research subjects were eighth-grade junior high school students. Research data were obtained through observation, interviews, and documentation. Observations were conducted in the eighth grade and interviews were conducted with six students from the class. The students were interviewed to express their opinions concerning learning process interactions. The results of this study showed that teacher-student interaction has affected students’ mathematical understanding consists of: 1) The teacher transfers the material-the students attend to the material; 2) Question-answer amid teacher-students; 3) The teacher makes interesting learning strategies-students are actively involved in learning; 4) Teachers give awards-students receive awards.
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Juldiz, Kalmuratova. "The influence of class size on teacher-student interaction." International Journal of Pedagogics 5, no. 2 (2025): 53–55. https://doi.org/10.37547/ijp/volume05issue02-16.

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Class size is a significant factor influencing teacher-student interaction, affecting both academic performance and student engagement. This article explores the benefits and challenges of different class sizes. Research suggests that smaller classes enhance individualized attention, improve student participation, and foster better teacher-student relationships. In contrast, larger classes may limit interaction, making it difficult for teachers to provide personalized support. However, some scholars argue that teaching quality and instructional strategies play a more critical role than class size alone. Therefore, a balanced approach that integrates effective teaching methods can optimize teacher-student interaction in any classroom setting.
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Kim, Seonghun, Woojin Kim, Yeonju Jang, Seongyune Choi, Heeseok Jung, and Hyeoncheol Kim. "Student Knowledge Prediction for Teacher-Student Interaction." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 17 (2021): 15560–68. http://dx.doi.org/10.1609/aaai.v35i17.17832.

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The constraint in sharing the same physical learning environment with students in distance learning poses difficulties to teachers. A significant teacher-student interaction without observing students' academic status is undesirable in the constructivist view on education. To remedy teachers' hardships in estimating students' knowledge state, we propose a Student Knowledge Prediction Framework that models and explains student's knowledge state for teachers. The knowledge state of a student is modeled to predict the future mastery level on a knowledge concept. The proposed framework is integrated into an e-learning application as a measure of automated feedback. We verified the applicability of the assessment framework through an expert survey. We anticipate that the proposed framework will achieve active teacher-student interaction by informing student knowledge state to teachers in distance learning.
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Sainyakit, Paulus, and Yan Imam Santoso. "A Classroom Interaction Analysis of Teacher and Students by Using FIACS." Acitya: Journal of Teaching and Education 6, no. 1 (2024): 157–67. http://dx.doi.org/10.30650/ajte.v6i1.3825.

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Classroom interaction plays an important role in the teaching and learning process. It is because it involves the interaction between teacher, student and student-student in which they influence each other in the classroom interaction. It is also said that classroom interaction gives a chance to ask, to guess, to think even to the course material in order to make interaction between the teacher and students their selves in the classroom. This research is aimed to analyze the classroom interaction by using FIACS. This research is included as a quantitative content analysis design. This research involves a teacher and the 2nd semester students of STKIP Terang Bangsa. The observation is employed in this research as the method of collecting data. After that, the data would be calculated by using a formula. The results show that the Teacher Initiated category is the highest dominant in the classroom interaction. It has 3.422 or 95,50% out of 3.583 interactions in the classroom. Then, the Student-Initiated category has 161 or 4,50% of the total. Lastly, the Student-student initiated category has no interactions. Due to the limitations of the research, the researcher suggests that future research on this topic should involve more participants in interacting not only teacher to student but student to student, so the conclusion can be drawn more valid.
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Bischoff, Judith A., Sharon Ann Plowman, and Lawrence Lindenman. "The Relationship of Teacher Fitness to Teacher/Student Interaction." Journal of Teaching in Physical Education 7, no. 2 (1988): 142–51. http://dx.doi.org/10.1123/jtpe.7.2.142.

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The purpose of this study was to determine the relationship between teacher fitness and teacher/student interaction in the classroom. Eighteen experienced high school teachers volunteered as subjects. Subjects were divided into high-fit (HF) and low-fit (LF) categories by comparison with norms for their age and sex in sit-ups, sit-and-reach, percent body fat, and maximal aerobic power. Teacher/student classroom interaction was evaluated by coding audiotapes with the verbal portion of Cheffers’ Adaptation of Flanders’ Interaction Analysis System (CAFIAS). It was revealed that HF teachers spent less time asking questions and more time giving directions than LF teachers. Teachers initiated talk more in the morning, especially on Monday, and students talked more in the afternoon, especially on Friday. Students initiated more talk in the afternoon and were more unpredictable and noncontent oriented in both their initiated and responding behavior in the afternoon. There were no significant interactions between fitness level, day, and time. The current evidence does not support the hypothesis that physically fit teachers are clearly distinguishable from unfit teachers in terms of teacher/student interaction.
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Ciardiello, Angelo V. "Teacher Questioning and Student Interaction." Social Studies 77, no. 3 (1986): 119–22. http://dx.doi.org/10.1080/00220973.1944.11019798.

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Wang, Sandy I. Ching, and Eric Zhi Feng Liu. "Evaluation of Teacher-Student Interaction." International Journal of Distance Education Technologies 22, no. 1 (2024): 1–15. http://dx.doi.org/10.4018/ijdet.347216.

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Driving Taiwan's digital revolution, the DIGI Plus 2017-2025 policy, a cornerstone of the Smart Nation 2025 initiative (Executive Yuan, 2021), prioritized rural empowerment in education amidst COVID-19 challenges. In this study, the authors explored the impact of teacher-student relationships in remote teaching, emphasizing the critical role of high-quality connections transcending geographical boundaries. The authors identified factors influencing these relationships, such as interaction levels and student autonomy, and discussed the concept of transactional distance, a psychological gap due to spatial separation. Proposing face-to-face interaction activities, the authors conducted a survey involving 175 university students (e-tutors), revealing positive changes in teacher-student interaction post face-to-face activities. The authors' recommendations include continued activities, alignment with school calendars, and comprehensive e-tutor training for improved relationships.
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Dissertations / Theses on the topic "Student-teacher interaction"

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Nugent, Tisome. "THE IMPACT OF TEACHER-STUDENT INTERACTION ON STUDENT MOTIVATION AND ACHIEVEMENT." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3770.

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The goal of this research was to determine the value and impact of student-teacher interactions in relation to student motivation and achievement. It was further intended that the results of this study would add to the body of knowledge and resources available to enhance the learning experience and influence student success. In order for this to happen, student and teacher perceptions of their interactions were analyzed, as well whether or not this interaction significantly impacted motivation and achievement. The results of this study provided strong arguments in favor of equipping teachers with the appropriate resources and assistance to appropriately meet the needs of their students beyond academic instruction. The slightly negative relationship between motivation and achievement isolated the issue at hand: finding ways to capitalize on these relationships, which will act as catalysts for student achievement The literature review and results of this study found that teacher-student relationships are crucial to student success. Pearson Correlation analysis proved positive correlations between teacher-student interaction and motivation, as well as positive teacher-student interaction and achievement. It however, illustrated a negative relationship between motivation and achievement. Suggested uses for the study included the development of workshops for educators and administrators that may have a positive effect on the proven significance of the teacher-student relationship problem. The results suggest the need for teachers to be provided with appropriate resources and assistance to meet the needs of their students beyond academic instruction. It also suggests providing students and teachers with measurable and attainable goals to create experiences with and exposure to success. Further, there needs to a balance where all students are challenged and where the students who need additional assistance are provided with the appropriate scaffolds.<br>Ed.D.<br>Department of Educational Research, Technology and Leadership<br>Education<br>Education EdD
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Ho, Yee-wan Yvonne. "Repair in teacher-student interaction inside the classroom." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3685668X.

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Ho, Yee-wan Yvonne, and 何綺雲. "Repair in teacher-student interaction inside the classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3685668X.

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Alyokhina, V. "Innovative technologies for optimization of teacher-student subject interaction." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10507.

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Nickel, Jodi L. "An analysis of teacher-student interaction in the writing conference." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0001/MQ30529.pdf.

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Bryan, Daphne Margaret. "Student/teacher interaction in the one-to-one piano lesson." Thesis, University of Sheffield, 2004. http://etheses.whiterose.ac.uk/3557/.

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The subject of this thesis is student/teacher interaction in the one-to-one piano lesson. As well as analysing lesson interaction itself, this research also considers the influences and effects of this behaviour. Two longitudinal studies monitored pupil/teacher dyads over a two-year period, and found that interaction changes very little over time beyond a small increase in relaxation which was more evident through participant report than observation. Five short study dyads, involving five undergraduate students an d three teachers were each recorded over a series of piano lessons. Using multiple sources of evidence, three perspectives were explored, that of the observer, the teacher and the student. Analysis focussed on five specific topics; student learning, student communication, influences on teaching, teachers' use of gesture and movement, and how teachers respond to the needs of their students. The primary conclusion drawn from these studies is that the student/teacher relationship and lesson behaviour is asymmetrical, teacher-dominated and formulaic. This style is teacher promoted, student supported and influenced by previous experiences. Lesson routine is based on improving performance skills through the study of individual pieces and involves three steps - student performance, teacher assessment and advice. Student performance is the primary medium by which they communicate their ideas and progress, and from which teachers identify the students' needs. Strengths (teaching content and imaginative methods of delivery) and weaknesses (students' passivity, frustration and teachers' lack of understanding) were evident in the lessons at the tertiary level and the teacher-dominated approach is seen as inappropriate for students at this level. It is suggested that a more student-directed lesson style would improve learning and lesson interaction, and prepare students better for a future of independent music making.
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Rickards, Anthony W. J. "The relationship of teacher-student interpersonal behaviour with student sex, cultural background and student outcomes." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/1229.

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The major purposes of this study were to provide validation data for the Questionnaire on Teacher Interaction (QTI) with a large Australian sample and examine the relationship of teacher-student interpersonal behaviour with student sex, cultural background and student outcomes. The sample from lower secondary science classrooms in Australia consisted of 3,215 students in 158 classes in 43 schools in two Australian states, namely Tasmania and Western Australia. The sample was chosen carefully so as to be representative, though only co-educational classes were used in order to permit an unconfounded test of sex differences. Students and teachers completed a questionnaire which included the QT1, an attitude to class scale based on the Test of Science Related Attitudes (TOSRA), a cognitive achievement measure based on items from the Test of Enquiry Skills (TOES) and a five-item cultural background survey. The study follows the current trend in the field of classroom environment research of combining qualitative and quantitative methods. The qualitative component of the study involved about 100 interviews. This study is unique in that it provides a very large database of teacher-student interaction data in science classrooms and provides new insights into the relationships between teacher-student interpersonal behaviour with student sex, cultural background and student outcomes. The study found that there were associations between teacher student interpersonal behaviour and student sex and that there were differences in the way that students from different cultural backgrounds perceived their learning environments. Student achievement and student attitude to class were also found to be positively associated with teacher-student interpersonal behaviour. As a practical outcome of this study, the 48-item QT1 has been shown to be useful to Australian lower secondary science teachers as an initiator of self reflection on teaching practice.
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Rickards, Anthony W. J. "The relationship of teacher-student interpersonal behaviour with student sex, cultural background and student outcomes." Curtin University of Technology, Science and Mathematics Education Centre, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10685.

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The major purposes of this study were to provide validation data for the Questionnaire on Teacher Interaction (QTI) with a large Australian sample and examine the relationship of teacher-student interpersonal behaviour with student sex, cultural background and student outcomes. The sample from lower secondary science classrooms in Australia consisted of 3,215 students in 158 classes in 43 schools in two Australian states, namely Tasmania and Western Australia. The sample was chosen carefully so as to be representative, though only co-educational classes were used in order to permit an unconfounded test of sex differences. Students and teachers completed a questionnaire which included the QT1, an attitude to class scale based on the Test of Science Related Attitudes (TOSRA), a cognitive achievement measure based on items from the Test of Enquiry Skills (TOES) and a five-item cultural background survey. The study follows the current trend in the field of classroom environment research of combining qualitative and quantitative methods. The qualitative component of the study involved about 100 interviews. This study is unique in that it provides a very large database of teacher-student interaction data in science classrooms and provides new insights into the relationships between teacher-student interpersonal behaviour with student sex, cultural background and student outcomes. The study found that there were associations between teacher student interpersonal behaviour and student sex and that there were differences in the way that students from different cultural backgrounds perceived their learning environments. Student achievement and student attitude to class were also found to be positively associated with teacher-student interpersonal behaviour. As a practical outcome of this study, the 48-item QT1 has been shown to be useful to Australian lower secondary science ++<br>teachers as an initiator of self reflection on teaching practice.
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Flinn, Susan Jane. "Student perceptions of health science teacher interpersonal behaviour." Thesis, Curtin University, 2004. http://hdl.handle.net/20.500.11937/1457.

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The major aim of this study was to investigate the use of the Questionnaire on Teacher Interaction (QTI) in health science classrooms in Tasmania, Australia. In the past, the QTI has been used in a number of learning areas. However, it has not been used in the learning area of health science.This study involved 1,471 grade 9 and grade 10 health science students and their teachers in 75 classes. The QTI was used to study student and teacher perceptions of health science teacher interpersonal behaviour.Statistical analyses revealed that the QTI is a valid and reliable instrument for use in health science classrooms. Quantitative results from the QTI were supported by qualitative data including comments from the students and a reflective narrative of the experiences of the researcher as a health science teacher.An investigation into the associations between QTI scales and student attitudinal and cognitive outcomes revealed that all scales of the QTI related to student attitudinal and cognitive outcomes in health science classrooms. It is, however, the scales of Leadership and Helping/Friendly which make the greatest positive influence to student attitudinal and cognitive outcomes.Health science students perceived their teachers as displaying high levels of leadership, helping/friendly and understanding behaviour, and low levels of uncertain, dissatisfied and admonishing behaviour. Teachers generally perceived themselves in a more favourable manner than their students did.The students also perceived the less experienced teachers as less dominant and more oppositional compared to teachers with more experience. Female health science students generally perceived their teachers in a more positive way than male students and male students, in general, have better attitudes to health science lessons.
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Shung, King-yin. "The impact of ICQ on teacher-student communication." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B3196350X.

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Books on the topic "Student-teacher interaction"

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Los Angeles County Office of Education, ed. TESA: Teacher expectations & student achievement : teacher handbook. Phi Delta Kappa, 1999.

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Madhu Bala. Classroom interaction: Learning behaviour and achievement. S.S. Publishers, 1995.

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Freedman, Sarah Warshauer. Crossing the bridge to practice: Rethinking the theories of Vygotsky and Bakhtin. National Center for the Study of Writing, 1994.

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Walker, Hill M. Teacher social behavior standards and expectations as determinants of classroom ecology, teacher behavior, and child outcomes. Center for Educational Policy and Management, University of Oregon, 1985.

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Delamont, Sara. Interaction in the classroom. 2nd ed. Routledge, 1990.

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Neil, Mercer, Coll César, and Conference for Socio-Cultural Research (1st : 1992 : Madrid, Spain), eds. Teaching, learning, and interaction. Fundación Infancia y Aprendizaje, 1994.

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Stephenson, Stanley D. The effect of instructor-student interaction on achievement in computer-based training (CBT). Armstrong Laboratory, Air Force Systems Command, 1991.

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Baksh, Ishmael J. Teaching strategies: The student perspective. Publications Committee, Faculty of Education, Memorial University of Newfoundland, 1986.

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Harvey, Andrew S. When is there time for students?: Exploring the temporal dimension of the teacher-student interface : report. TURP, 2001.

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Wissinger, Jochen. Schule als Lebenswelt: Eine handlungstheoretische Untersuchung über die Entstehung von Schulschwierigkeiten. Campus Verlag, 1988.

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Book chapters on the topic "Student-teacher interaction"

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Englehart, Joshua M. "Teacher–Student Interaction." In International Handbook of Research on Teachers and Teaching. Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-73317-3_44.

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Mendoza, Sonia, Manuel Hernández-León, Luis Martín Sánchez-Adame, José Rodríguez, Dominique Decouchant, and Amilcar Meneses-Viveros. "Supporting Student-Teacher Interaction Through a Chatbot." In Learning and Collaboration Technologies. Human and Technology Ecosystems. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50506-6_8.

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Elleman, Nicholas, and Nicholas Caporusso. "A Platform for Tracking Teacher-Student Interaction." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50896-8_1.

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Generosi, Andrea, Silvia Ceccacci, Ilaria D’Angelo, et al. "Emotion Analysis Platform to Investigate Student-Teacher Interaction." In Universal Access in Human-Computer Interaction. User and Context Diversity. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05039-8_3.

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Pahomov, Larissa. "Remote Learning and the Democratization of the Student-Teacher Relationship." In Learning Technologies and User Interaction. Routledge, 2021. http://dx.doi.org/10.4324/9781003089704-14.

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Hofkens, Tara, Robert C. Pianta, and Bridget Hamre. "Teacher-Student Interactions: Theory, Measurement, and Evidence for Universal Properties That Support Students’ Learning Across Countries and Cultures." In Effective Teaching Around the World. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_18.

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AbstractAcross the globe, strategies and investments to strengthen teacher effectiveness are increasingly a core component of countries’ efforts to improve educational outcomes for their citizens and, for many, to elevate standards of living. In this chapter, we present evidence demonstrating the role of teacher-student interactions in teachers’ ability to positively influence student development and learning across countries and cultures. We conceptualize teacher-student interactions as proximal processes that drive students’ engagement and learning. Evidence clearly demonstrates that interactions can be assessed through observation and improved through professional development interventions. Drawing on our experience and data available on tens of thousands of classroom observations across different countries and cultures, we present a framework that describes core features of effective teacher-student interactions that appear in common across these highly varied settings and cultural contexts. We review research that evaluates this framework in different contexts to examine the effects of interaction quality on student outcomes across the globe. We discuss the cross-cultural applicability of the framework and outline suggestions for education policy and practice and future directions for research.
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Smit, Nienke, Marijn van Dijk, Kees de Bot, and Wander Lowie. "The Teacher’s Turn: Teachers’ Perceptions of Observed Patterns of Classroom Interaction." In Effective Teaching Around the World. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_34.

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AbstractInsight in the way verbal teacher-student classroom interaction unfolds during the language lesson is of crucial importance for effective teaching. Although classroom observational research is indispensable, it is unable to uncover underlying intentions or motivations for the observed behavior. Teacher cognition research seeks to address the relation between teaching practice and what teachers think. This study reports on the perceptions of a group of English as a foreign language teachers (n = 57) who were asked to reflect on results from a classroom observation study about EFL teacher-student interaction in a similar teaching context. A large majority (82%) of the respondents recognized the observed pattern of closed teacher questions and limited student responses. This majority indicated that student participation in their own lessons is similar to the observed lessons or lower. Respondents attributed the pattern of high teacher activity and low student activity to emotional factors rather than to students’ proficiency levels, lesson content, lesson activities or motivational aspects. According to 51% of the respondents, making students feel more competent by focusing on formative evaluation might improve classroom interaction, whereas 18% of the respondents suggested that interaction could be improved by using different teaching materials.
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Jones, Keith, and Patricio Herbst. "Proof, Proving, and Teacher-Student Interaction: Theories and Contexts." In New ICMI Study Series. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2129-6_11.

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Gao, Tingting. "Framework for Teacher-Student Interaction in the Design Classroom to Enhance Student Creativity." In Advances in Ergonomics in Design. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79760-7_38.

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Sun, Zhong, Zi Chun Yu, and Fei Yun Xu. "Analysis and Improvement of Classroom Teaching Based on Artificial Intelligence." In AI in Learning: Designing the Future. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09687-7_7.

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AbstractCommon classroom teaching analysis, which has focused on counting and coding the teacher-student behaviors and discourse interactions, faces many difficulties as content-free, low efficiency, and small scale in analysis. To overcome these shortcomings, and foster high-quality classroom teaching, the current study proposes a blended human and Artificial Intelligence (AI) technology for classroom teaching analysis named as TESTII. It consists of five steps identifying teaching events, sequencing the pedagogies of classroom teaching structure, analyzing teacher-student interaction, interpreting teaching meaning, and providing improvement strategies for high-quality classroom teaching.
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Conference papers on the topic "Student-teacher interaction"

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Pan, Meng, and Jie Zhang. "Galton Board Computer Simulation Experiment for Teacher-Student Interaction." In 2024 10th International Conference on Systems and Informatics (ICSAI). IEEE, 2024. https://doi.org/10.1109/icsai65059.2024.10893765.

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Cerdá Suárez, Luis Manuel. "TEACHING WITH ARTIFICIAL INTELLIGENCE IN VIRTUAL INSTITUTIONS: A COMPARATIVE STUDY ON STUDENT-TEACHER INTERACTION." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1367.

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Mohana Priya, D., K. A. Priyanka, J. Prathiksha, and T. Raja Gowrika. "A Survey on Improving Teacher Student Interaction in Educational Online Portals for Enhanced Learning Outcomes." In 2024 10th International Conference on Advanced Computing and Communication Systems (ICACCS). IEEE, 2024. http://dx.doi.org/10.1109/icaccs60874.2024.10717128.

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Cerdá Suárez, Luis Manuel. "IMPROVING EDUCATION IN VIRTUAL INSTITUTIONS: A CASE STUDY ON STUDENT-TEACHER INTERACTION AND INVOLVEMENT IN CHILE." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2809.

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Moscardo, Chiara Maria, Manuela Milani, Isabella Barajon, Elena Landone, and Francesca Ghirardi. "DEFINING CLASSROOM INTERACTION AND STUDENT-TEACHER RELATIONSHIPS IN HIGHER EDUCATION: PERSPECTIVES FROM INTERDISCIPLINARY RESEARCH IN THE ITALIAN CONTEXT." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2500.

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Sajjad, Saad Bin, and Ahmed Imteaj. "Smartphone based teacher-student interaction enhancement system." In 2015 International Conference on Computer and Information Engineering (ICCIE). IEEE, 2015. http://dx.doi.org/10.1109/ccie.2015.7399294.

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Coutinho, Roberto, and Fernanda Scarlati Coutinho. "STUDENT-TEACHER INTERACTION GOES BEYOND A WHITEBOARD." In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.0373.

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Danilenko, Olga I., Anna S. Nosova, and Egor B. Sagitov. "Teacher-student interaction: What is seen as inappropriate?" In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-1.

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Wang, Mengke, Liang Luo, Zengzhao Chen, Qiuyu Zheng, Jiawen Li, and Wei Gao. "Intelligent Multimodal Analysis Framework for Teacher-Student Interaction." In 2022 International Conference on Intelligent Education and Intelligent Research (IEIR). IEEE, 2022. http://dx.doi.org/10.1109/ieir56323.2022.10050044.

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Liu, Xiaoqin, Xiaohui Li, Weizhen Chen, and Ying Qiu. "The Influence of University Teacher Leadership on Student Learning Satisfaction: The Mediating Role of Teacher-student Interaction." In ICIEI 2021: 2021 The 6th International Conference on Information and Education Innovations. ACM, 2021. http://dx.doi.org/10.1145/3470716.3470723.

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Reports on the topic "Student-teacher interaction"

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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Busso, Matías, and Samuel Berlinski. Challenges in Educational Reform: An Experiment on Active Learning in Mathematics. Inter-American Development Bank, 2015. http://dx.doi.org/10.18235/0011680.

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This paper reports the results of an experiment with secondary school students designed to improve their ability to reason, argument, and communicate using mathematics. These goals are at the core of many educational reforms. A structured pedagogical intervention was created that fostered a more active role of students in the classroom. The intervention was implemented with high fidelity and was internally valid. Students in the control group learned significantly more than those who received treatment. A framework to interpret this result is provided in which learning is the result of student-teacher interaction. The quality of such interaction deteriorated during the intervention.
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Bassi, Marina, María Mercedes Mateo-Berganza Díaz, and Rae Lesser Blumberg. Under the "Cloak of Invisibility": Gender Bias in Teaching Practices and Learning Outcomes. Inter-American Development Bank, 2016. http://dx.doi.org/10.18235/0011737.

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This paper analyzes gender bias in teaching in low-performing schools in Chile. To carry out the analyses, the authors used videotaped classes for fourth graders and coded 237 tapings. Results show a general (although not uniform) bias in teachers' actions that resulted in less attention to female students. Gender bias had an even greater effect in classrooms where the teachers had worse interactions with students. Results show that less effective teachers (according to the Classroom Assessment Scoring System, or CLASS) show a larger gender bias. Greater gender bias is also correlated with lower scores for girls in Chile's standardized test (Sistema de Medición de la Calidad de la Educación, or SIMCE). With a few exceptions, the measures of gender bias in teacher-student interaction do not show statistically significant correlations with the test scores of boys.
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Lim, Delbert, Niken Rarasati, Florischa Ayu Tresnatri, and Arjuni Rahmi Barasa. Learning Loss or Learning Gain? A Potential Silver Lining to School Closures in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/041.

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Indonesian students have lagged behind their global peers since before the COVID-19 pandemic. Given the risk of significant loss and permanence of the phenomenon in low- and middle-income countries, along with the particularly lengthy period of school closure in Indonesia, this paper aims to give an insight into the discussion on student learning progress during school closures. We will present the impact of the closures on primary school students’ achievement in Bukittinggi, the third-largest city on the island of Sumatra and a highly urbanised area. The city has consistently performed well in most education-related measures due to a strong cultural emphasis on education and a supportive government (Nihayah et al., 2020), but has been significantly affected during the pandemic as most students are confined to their homes with very limited teacher-student interaction.
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Pinchuk, Olga P., Oleksandra M. Sokolyuk, Oleksandr Yu Burov, and Mariya P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3243.

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Peculiar features of digital environment include: integration of ICTs; use of local and global networks and resources; support and development of qualitatively new technologies of information processing; active use of modern means, methods and forms of teaching in the educational process. The organization of activities in terms of digital learning environment provides appropriate changes in the interaction between subjects of the educational process. Today, means and technologies of the information and communication networks (ICNs), in particular the Internet, which custom and operational-procedural properties were changed at the initial stage from closed local to open ones at present, become widespread. The development of ICNs (from closed local to open ones) changes the typology of learning environments. The following models of learning environments, which widely use ICT and ICN tools (with basic features that characterize them) are distinguished: using the local communication network for presentation of educational information; using the local communication network and open network resources; using open network resources; for independent use of open network resources directly in the classroom by a student; for use of open network resources by a student in the process of independent learning activity; for use by a student educational resources, specially created by a teacher, as well as resources of an open networks in his independent learning activity.
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Pinchuk, O. P., O. M. Sokolyuk, O. Yu Burov, and M. P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. CEUR Workshop Proceedings, 2019. http://dx.doi.org/10.33407/lib.naes.717007.

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Peculiar features of digital environment include: integration of ICTs; use of local and global networks and resources; support and development of qualitatively new technologies of information processing; active use of modern means, methods and forms of teaching in the educational process. The organization of activities in terms of digital learning environment provides appropriate changes in the interaction between subjects of the educational process. Today, means and technologies of the information and communication networks (ICNs), in particular the Internet, which custom and operational-procedural properties were changed at the initial stage from closed local to open ones at present, become widespread. The development of ICNs (from closed local to open ones) changes the typology of learning environments. The following models of learning environments, which widely use ICT and ICN tools (with basic features that characterize them) are distinguished: using the local communication network for presentation of educational information; using the local communication network and open network resources; using open network resources; for independent use of open network resources directly in the classroom by a student; for use of open network resources by a student in the process of independent learning activity; for use by a student educational resources, specially created by a teacher, as well as resources of an open networks in his independent learning activity.
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Ruhalahti, Sanna, Ricardo Cuenca, and Sabine Rieble-Aubourg. Acquiring Socio-emotional Skills through Digital Badge-Driven Learning: A Case Study of Teachers Experiences in Barbados and Trinidad and Tobago. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004858.

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This case study aims to examine how Barbadian and Trinbagonian teachers experienced socio-emotional skill learning through a digital badge-driven learning process and what were teachers perceptions on how socio-emotional skill training benefitted teaching and learning. The studys focus is on the teachers reported professional development experiences. Participants (n148) in this study were from pre-primary, primary, and secondary schools. The case study used a mixed-method approach, including quantitative analysis of simple frequencies and qualitative inductive content analysis based on an online questionnaire. The results indicated that the teachers participating in the programme recognise the importance of socio-emotional aspects in the teaching and learning processes. They further revealed that socio-emotional skill training has the greatest impact on teacher-student interaction, and that such skills should be integrated into daily teaching activities to support students personal growth and learning in a school community. The study offers practical recommendations for teachers professional development in Barbados and Trinidad and Tobago.
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Mann, Lisa. The Influence of Student Gender on Teacher/Student Interactions in ESL Classrooms. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6961.

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Lytvynova, Svitlana H. Хмаро орієнтоване навчальне середовище загальноосвітнього навчального закладу. [б. в.], 2018. http://dx.doi.org/10.31812/0564/2451.

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Research goals: to outline the state of secondary education to implement a cloud-oriented learning environment (COLE), establishing research objectives: to determine the readiness of students to the introduction of COLE, to develop a conceptual framework of cooperation in COLE at the level of the institution, identify the actors interact COLE. The object of research supports the learning environment secondary schools; subject – a cloud-oriented learning environment of secondary schools. Research methods used: analysis of statistics and publications. Experimental research and conducted in secondary schools Obolon district of Kyiv. Intermediate results: the architecture of COLE 44 secondary schools of the district, introduced more than 10 thousand accounts established electronic interaction between teachers and students by e-mail Outlook. Currently under development cloud storage (SkyDrive) training materials teachers practiced the skills of teamwork and planning tools calendars. The main conclusions and recommendations. Implementation of COLE at secondary schools provides endless opportunities both teacher and student, in fact created conditions for innovation and learning. Without a doubt we can say that for the future of Honshu, for full use must have a quality Internet, motivated teachers. For subjects of the educational process, the conditions of access to learning materials anywhere, anytime, and it activates the cognitive and creative activity of students that will improve key indicators of learning.
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Panchenko, Liubov F., Tetiana A. Vakaliuk, and Kateryna V. Vlasenko. Augmented reality books: concepts, typology, tools. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4414.

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The article discussed the usage of augmented reality books in educational process. The object of research is augmented reality books. The subject of the study is the concepts and classification of augmented reality books; digital story making tools that emphasize child-teacher co-operation; difficulties in augmented reality using. The methods of research are: the analysis of publications about the issue; the analysis of digital tools capabilities; systematization and generalization of research information. In the article the facet classification for augmented books is proposed; the main facets are: reality- virtuality continuum, type of augmented materials, device types, type of interaction, spatial space of book, book’s category. Content for a module of a specialty course about augmented reality books for the system of professional training and retraining for educators in postgraduate education is discussed. Some samples of tasks for educators are presented: audio augmented book about world’s books monuments; analysis augmented reality examples in the textbook of the New Ukrainian school (subject name, topic, didactic tasks, quality of implementation, directions of expansion etc.), search and analysis augmented books according to the professional interests of the educators; discussion how augmented reality can help to improve student motivation with accent to attention, relevance, confidence and satisfaction; group work about design and creation a fragment of own textbook with augmented reality.
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