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: 3 February 2022

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Journal articles on the topic "Student-teacher interaction"

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Ciscell, Robert. "Increasing Teacher-Student Interaction." Middle School Journal 18, no. 3 (May 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 (October 1989): 131–38. http://dx.doi.org/10.1177/088840648901200401.

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Tirumalasetty, Dr Jayasree, Dr Harini K. Dr. Harini K, Dr Shankar J. Dr. Shankar. J, and Dr Prakash M. Dr. Prakash. M. "Evaluation of Student and Teacher Interaction in Medical Education." International Journal of Scientific Research 2, no. 12 (June 1, 2012): 464–67. http://dx.doi.org/10.15373/22778179/dec2013/144.

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Ciardiello, Angelo V. "Teacher Questioning and Student Interaction." Social Studies 77, no. 3 (May 1986): 119–22. http://dx.doi.org/10.1080/00220973.1944.11019798.

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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 (January 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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Ayuwanti, Irma, Marsigit Marsigit, and Dwi Siswoyo. "Teacher-student interaction in mathematics learning." International Journal of Evaluation and Research in Education (IJERE) 10, no. 2 (June 1, 2021): 660. http://dx.doi.org/10.11591/ijere.v10i2.21184.

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<span lang="IN">Teacher-students interaction is one of the most important interactions in learning. Teacher-students interaction affects student understanding.</span><span lang="IN">However, in practice, there are still many lessons that have not applied teacher-students interaction properly.</span><span lang="IN">This study aim</span><span lang="EN-US">ed</span><span lang="IN"> to reveal teacher-student interaction in the mathematics learning process that affects students’ mathematical understanding.</span><span lang="IN">This study use</span><span lang="EN-US">d</span><span lang="IN"> a qualitative method with a phenomenological approach.</span><span lang="IN">The</span><span lang="IN">research subjects were eighth-grade junior high school students. Research data were obtained through observation, interviews, and documentation.</span><span lang="IN">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 show</span><span lang="EN-US">ed</span><span lang="IN"> that teacher-student interaction has affected students’ mathematical understanding consists of</span><span lang="EN-US">:</span><span lang="IN"> 1) The teacher transfers the material-the students attend to the material</span><span lang="EN-US">;</span><span lang="IN"> 2) Question-answer amid teacher-students</span><span lang="EN-US">;</span><span lang="IN"> 3) The teacher makes interesting learning strategies-students are actively involved in learning</span><span lang="EN-US">;</span><span lang="IN"> 4) Teachers give awards-students receive awards.</span>
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Asbah, Asbah. "ANALYSIS OF CLASSROOM INTERACTION IN EFL CLASS." Linguistics and ELT Journal 3, no. 1 (June 9, 2015): 137. http://dx.doi.org/10.31764/leltj.v3i1.822.

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This study was to find out classroom interaction types and how those types emerge in the language teaching process. The research design was a qualitative descriptive. Participants of the research were an English teacher and 25 eight grade students of MTs-Al Raisiyah Sekarbela. The results of the study showed that there were seven types of classroom interactions which were teacher-whole class, teacher- an individual student, teacher-groups of students, student- teacher, student-student, student-whole class, and student-groups of students. The interaction occurred through teacher talk, questioning, giving feedback and discussion.
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Le, Thu, Daniel Bolt, Eric Camburn, Peter Goff, and Karl Rohe. "Latent Factors in Student–Teacher Interaction Factor Analysis." Journal of Educational and Behavioral Statistics 42, no. 2 (January 6, 2017): 115–44. http://dx.doi.org/10.3102/1076998616676407.

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Classroom interactions between students and teachers form a two-way or dyadic network. Measurements such as days absent, test scores, student ratings, or student grades can indicate the “quality” of the interaction. Together with the underlying bipartite graph, these values create a valued student–teacher dyadic interaction network. To study the broad structure of these values, we propose using interaction factor analysis (IFA), a recently developed statistical technique that can be used to investigate the hidden factors underlying the quality of student–teacher interactions. Our empirical study indicates there are latent teacher (i.e., teaching style) and student (i.e., preference for teaching style) types that influence the quality of interactions. Students and teachers of the same type tend to have more positive interactions, and those of differing types tend to have more negative interactions. IFA has the advantage of traditional factor analysis in that the types are not presupposed; instead, the types are identified by IFA and can be interpreted in post hoc analysis. Whereas traditional factor analysis requires one to observe all interactions, IFA performs well even when only a small fraction of potential interactions are actually observed.
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Pennings, Helena J. M., Mieke Brekelmans, Pamela Sadler, Luce C. A. Claessens, Anna C. van der Want, and Jan van Tartwijk. "Interpersonal adaptation in teacher-student interaction." Learning and Instruction 55 (June 2018): 41–57. http://dx.doi.org/10.1016/j.learninstruc.2017.09.005.

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Lyster, Roy. "Negotiation in immersion teacher–student interaction." International Journal of Educational Research 37, no. 3-4 (January 2002): 237–53. http://dx.doi.org/10.1016/s0883-0355(03)00003-x.

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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.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
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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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." 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 ++
teachers as an initiator of self reflection on teaching practice.
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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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De, Oliveira Alandeom Wanderlei. "Teacher-student interaction the overlooked dimension of inquiry-based professional development /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3324534.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008.
Title from PDF t.p. (viewed on May 12, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3094. Adviser: Valarie L. Akerson.
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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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Lau, Hang-fong. "A case study on student initiation to participate in classroom teacher-student interaction in secondary school." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553239.

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Books on the topic "Student-teacher interaction"

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Student-teacher interaction in online learning environments. Hershey, PA: Information Science Reference, 2015.

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Classroom power relations: Understanding student-teacher interaction. Mahwah, N.J: Lawrence Erlbaum Associates, 1997.

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

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Freedman, Sarah Warshauer. Crossing the bridge to practice: Rethinking the theories of Vygotsky and Bakhtin. Berkeley, CA: 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. Eugene, OR: Center for Educational Policy and Management, University of Oregon, 1985.

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

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

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

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Bewältigungsstrategien in problematischen Interaktionssituationen. Frankfurt am Main: P. Lang, 1991.

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J, Hills P., ed. Teaching, learning, and communication. London: Croom Helm, 1986.

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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, 711–22. Boston, MA: 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, 93–107. Cham: 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, 3–9. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50896-8_1.

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Pahomov, Larissa. "Remote Learning and the Democratization of the Student-Teacher Relationship." In Learning Technologies and User Interaction, 192–209. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003089704-14.

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Jones, Keith, and Patricio Herbst. "Proof, Proving, and Teacher-Student Interaction: Theories and Contexts." In New ICMI Study Series, 261–77. Dordrecht: 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, 313–22. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79760-7_38.

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Mutovkina, N. Yu. "Fuzzy Management of Teacher-Student Interaction in Distance Learning Settings." In Advances in Intelligent Systems and Computing, 98–107. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80531-9_9.

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Kothuri, Radhir, Samuel Cohen, Nicholas Wilke, and Aileen Owens. "Personalizing Student Learning Using the MyEduDecks Application Through Teacher Supervision and Peer-to-Peer Networks." In Human–Computer Interaction Series, 275–85. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31193-7_18.

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Heritage, Margaret. "Assessment for Learning: Co-Regulation in and as Student–Teacher Interaction." In Assessment for Learning: Meeting the Challenge of Implementation, 327–43. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39211-0_19.

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Xie, Youru, Yuling Huang, Yucheng Bai, Wenjing Luo, and Yi Qiu. "Construction of the Teacher-Student Interaction Model in Online Learning Spaces." In Lecture Notes in Computer Science, 53–65. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80504-3_5.

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Conference papers on the topic "Student-teacher interaction"

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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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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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Liu, Lianzhen, Wei Liu, Zijian Fan, Jing Xu, and Wenqing Cheng. "A Measuring System for Teacher-student Interaction in Classroom." In the 2019 International Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3341042.3341058.

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Lu, Jiao, Dan Wang, and Zuying Luo. "Automatic Evaluation of Teacher-Student Interaction Based on Dialogue Text." In 2017 2nd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icesame-17.2017.326.

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Gnitetskaya, Tatyana, Elena Ivanova, Natalya Kovalchuk, Yuliya Shutko, and Valentina Teslenko. ""Organization of Teacher-Student Interaction by Means of a Situation Centre "." In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.40.

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Borovkova, Tamara I. "Productive Student-Teacher Interaction On The Virtual Market Of Educational Services." In EEIA 2018 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.02.13.

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Weitao, Liang. "Research of the Teacher-Student Interaction Evaluation Based on Learning Community." In 2020 5th International Conference on Modern Management and Education Technology (MMET 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201023.058.

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D'Mello, Sidney K., Andrew M. Olney, Nathan Blanchard, Borhan Samei, Xiaoyi Sun, Brooke Ward, and Sean Kelly. "Multimodal Capture of Teacher-Student Interactions for Automated Dialogic Analysis in Live Classrooms." In ICMI '15: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2818346.2830602.

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

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Evdokimova, Mary G. "Teacher-Student Interaction Styles In The Electronic Environment Of Foreign Language Instruction." In Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.29.

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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), January 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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Mann, Lisa. The Influence of Student Gender on Teacher/Student Interactions in ESL Classrooms. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6961.

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

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