Journal articles: '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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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.Theresearch 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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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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Leder, Gilah C. "Teacher student interaction: A case study." Educational Studies in Mathematics 18, no. 3 (August 1987): 255–71. http://dx.doi.org/10.1007/bf00386198.

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

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

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Navaz, Abdul Majeed Mohamed. "Developing Interaction in ESL Classes: An Investigation of Teacher-Student Interaction of Teacher Trainees in a Sri Lankan University." International Journal of Learning, Teaching and Educational Research 20, no. 2 (February 28, 2021): 174–96. http://dx.doi.org/10.26803/ijlter.20.2.10.

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This study examines the possibility of using of IRF (Initiation-Response-Follow-up) sequence of teacher-student interaction in Sri Lankan ESL (English as a Second Language) classes for developing longer interactional exchanges which are believed to be useful for language development. Usually, in Sri Lankan ESL classes, teachers ask more display questions and a few referential questions. As a result, teacher-student interaction occurs only occasionally and they follow the traditional IRF pattern with an evaluation at the third move. Teachers could develop longer interactional exchanges by giving follow-up questions or prompts at the third move of the IRF sequence so that students respond, elaborate, explain or prolong their responses. This study examines how the teacher trainees on their teaching practice of a TESL degree programme at a university interacted with their students in ESL classes and how they changed their pattern of interaction to sustain more student interaction. Using lecture discourse data as the basis of the analysis, this study evaluated the changes after an intervention that focussed on training the teacher trainees in developing longer interactional episodes. The results revealed that there was only a slight improvement in the way teacher trainees maintained interactions in the lessons after the intervention. Hence, this study enlightens the possibility of utilizing interaction for language development through intensive teacher training.

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Park, Jung Kil, and Kyunghwa Lee. "Development of a Teacher Coaching Model for Teacher-Student Interaction." Korean Journal of Educational Psychology 32, no. 4 (December 31, 2018): 597–621. http://dx.doi.org/10.17286/kjep.2018.32.4.01.

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Karjo, Clara Herlina. "Which Teacher-Student Interaction Triggers Students’ Uptake." Humaniora 6, no. 3 (July 30, 2015): 348. http://dx.doi.org/10.21512/humaniora.v6i3.3361.

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The pattern of interaction between the teacher and the students will determine the students’ uptake (i.e. the students’ incorporating correction into an utterance of their own). This paper examines the type of teacher-student interaction which will likely trigger the students’ uptake. The data was taken from the recordings of 10 non-native English lessons at university level and different types of subjects (literature, grammar, discourse, semantics, and classroom management). 500 minutes of lessons were transcribed and 50 focus on form episodes were chosen to be analyzed. The study revealed that the dominant type of interaction was reactive focus on form which was followed by metalinguistic feedback.

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Hall, Joan Kelly, and Meghan Walsh. "10. TEACHER-STUDENT INTERACTION AND LANGUAGE LEARNING." Annual Review of Applied Linguistics 22 (March 2002): 186–203. http://dx.doi.org/10.1017/s0267190502000107.

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This chapter reviews literature on recent developments in teacher-student interaction and language learning. Based on a sociocultural perspective of language and learning, the studies are drawn from three types of classrooms: first language classrooms; second language classrooms, which include contexts in which the language being learned in the classroom is also the language of the community; and foreign language classrooms. Foreign language learning contexts are those in which exposure to and opportunities for target language interaction are restricted for the most part to the language classroom. Across these three areas, attention is given to studies that investigate the specific means used in teacher-student interaction to promote language learning.

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Reinke, Wendy M., Keith C. Herman, and Lori Newcomer. "The Brief Student–Teacher Classroom Interaction Observation." Assessment for Effective Intervention 42, no. 1 (July 24, 2016): 32–42. http://dx.doi.org/10.1177/1534508416641605.

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Schempp, Paul, Bryan McCullick, Peter St Pierre, Sophie Woorons, Jeongae You, and Betsy Clark. "Expert Golf Instructors' Student-Teacher Interaction Patterns." Research Quarterly for Exercise and Sport 75, no. 1 (March 2004): 60–70. http://dx.doi.org/10.1080/02701367.2004.10609134.

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Anderson, Fred E. "Intercultural (mis)communication in teacher-student interaction." World Englishes 37, no. 3 (September 2018): 398–406. http://dx.doi.org/10.1111/weng.12326.

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Holloway, Geoff. "The Normative Dimensions of Teacher/Student Interaction." South Pacific Journal of Teacher Education 22, no. 2 (January 1994): 189–205. http://dx.doi.org/10.1080/0311213940220208.

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Lee, W., and S. Ng. "Reducing student reticence through teacher interaction strategy." ELT Journal 64, no. 3 (October 29, 2009): 302–13. http://dx.doi.org/10.1093/elt/ccp080.

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Berisha Kida, Edona, and Theodhori Karaj. "Development of an Albanian Version of the Questionnaire on Teacher-Student Interaction." Center for Educational Policy Studies Journal 10, no. 3 (September 29, 2020): 145–69. http://dx.doi.org/10.26529/cepsj.451.

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A questionnaire for studying teacher-student interaction in Albanian contexts was developed with extensive coverage in the field of educational psychology. The purpose was to adapt and develop an Albanian version of the widely used tool, the Questionnaire on Teacher-Student Interaction. The teacher-student relationship has been found to be very significant in many studies. Students’ academic achievements, emotional and social development, classroom group dynamics, and school dropouts are just some of the issues to be influenced by the nature of the established teacher-student relationship. To better measure students’ perceptions of teachers, clinical scientific data on personality interactions have been adapted and transferred to the contexts of education. With a sample of 300 subjects, the Questionnaire on Teacher-Student Interaction underwent necessary procedures and statistical analyses. Consequently, the original American version of 64 items resulted in 54 items in the Albanian version. Results confirm the reliability and validity of the questionnaire in the Albanian language and reconfirm its general usage for diverse cultures and contexts. Finally, through this study, the dimensions of teacher-student interactions were also measured and documented in the Kosovo context.

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Riyanto, Mad. "Building Student Teacher Interaction Pattern in EFL-CLT Classroom." Journal of English Teaching, Literature, and Applied Linguistics 2, no. 2 (August 31, 2018): 76. http://dx.doi.org/10.30587/jetlal.v2i2.2465.

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

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Sari, Fatimah Mulya. "Patterns of Teaching-Learning Interaction in the EFL Classroom." TEKNOSASTIK 16, no. 2 (April 6, 2019): 41. http://dx.doi.org/10.33365/ts.v16i2.139.

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The successfullness of teaching-learning process is highly influenced by the patterns of interactions appeared in the classroom activities. Through this case study, the purpose of this paper is to explore the patterns of interaction during teaching and learning proccess. Two accellerated classes were observed and recorded to gain the data. The findings revealed that the patterns of interaction emerged in the first class were group work, choral responses, closed-ended teacher questioning (IRF), individual work, student initiates-teacher answers, open-ended teacher questioning, and collaboration. Meanwhile, the patterns of interaction in the second class showed closed-ended teacher questioning (IRF), open-ended teacher questioning, choral responses, student initiates-teacher answers, group work, and individual work pattern. The patterns of interaction were produced from teacher and student(s) and/or student(s) and student(s) in relation to the teacher talk and the students talk categories used during learning activities. These patterns were produced constantly. They are to show that the teaching-learning process was not always dominated by the teacher. Most students actively participate as well in any classroom activity. Thus, these patterns absolutely increase the students talk and students’ participation in the class. It is necessary for teachers to reorganize the active activities which might foster more interaction in the classroom.Key Words: EFL Classroom, patterns of interaction, teaching-learning process.

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van de Pol, Janneke, and Ed Elbers. "Scaffolding student learning: A micro-analysis of teacher–student interaction." Learning, Culture and Social Interaction 2, no. 1 (March 2013): 32–41. http://dx.doi.org/10.1016/j.lcsi.2012.12.001.

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Sri Rahayuni, Ni Ketut. "TEACHING STRATEGIES FOR MULTICULTURAL STUDENTS AT BIPAS, UDAYANA UNIVERSITY." Lingual: Journal of Language and Culture 4, no. 2 (November 21, 2017): 51. http://dx.doi.org/10.24843/ljlc.2017.v04.i02.p08.

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The relationship between teacher and student involves not just instruction, but interaction. When interaction fails because of teacher misperceptions of student behavior, instructional failure will often follow. This is in line with teaching BIPAS students who come from different countries. Teachers should use certain teaching strategies in order to meet the students’ need and make the learning process successful. The aims of this research are to find out the teaching strategies and the situation of students-teacher interactions and students-students interactions in multicultural classrooms of BIPAS Program, Udayana University in Bahasa Indonesia classes. Malone (2012) stated that communicative approaches and instructional techniques are required to teach second language. The data was collected through a classroom observation and the documentation method through video recording during the classroom interaction was done to get the supporting data. It was found that communicative approach through emphasis on learning to communicative through classroom interaction, and cooperative learning such as small group discussion and pair work/discussion become the effective teaching strategies used for multicultural students at BIPAS, Udayana University. Both teacher -student interaction and student-student interaction are applied for multicultural students in the classroom. Keywords: multicultural students, teaching strategies, interaction, communicative approach

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Khaliyah, Khumayda Shofiyul, and Dzul Rachman. "Impact of teacher’s interaction pattern for seventh grade student." Journal of English Language and Pedagogy 2, no. 2 (November 18, 2019): 104. http://dx.doi.org/10.36597/jelp.v2i2.4866.

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Classroom interaction is essential for English foreign language student. Additionally, discourse analysis is the examination of the language used by members of a speech community. The objectives of this study to describe the pattern of teacher-student interaction used by the teacher in the classroom at MTs Nurul Ummah Yogyakarta and to reveal the impact of teacher-student interaction pattern to the student contribution on the MTs Nurul Ummah Yogyakarta. This research employed discourse analysis. Includes English teacher and seventh-grade students of MTs Nurul Ummah Yogyakarta as the participants. Data were collected through observation and recording. The collected data were analysed by Walsh using discourse analysis. Findings show there are 30 patterns in 18 exchanges of teacher-student interaction in the classroom. The type of designs are: IR, IRE, IRRE, IRRF, IRREIRE, IRRRE, IRF, IRFRRRERE, IRR, IRRRRRRE, IRRFRE, IRI, IRRRRRE, IIIII, IIRE, IRFRE, IIRE, IIIR, IIR, IEIRRI, IRFR, IRRRRRRRRRRRRE, IRRRRRRRER, IEI, IRRRRF, IIIIRRF, IIIIRR, IRRII, IRFII, IREI. The impacts of the type interaction pattern to the student contribution are: student can repeat the teacher initiation, a student could express their idea, a student could ask the question on the teacher explanation, student response appropriate for teacher talk.

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Rosenberg, Hananel, and Christa S. C. Asterhan. "“WhatsApp, Teacher?” - Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools." Journal of Information Technology Education: Research 17 (2018): 205–26. http://dx.doi.org/10.28945/4081.

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Aim/Purpose: In this paper, we analyze the phenomenon of “classroom WhatsApp groups”, in which a teacher and students from a particular classroom interact with one another, while specifically focusing on the student perspective of these interactions. Background: The instant messaging application WhatsApp enables quick, interactive multimedia communication in closed groups, as well as one-on-one interactions between selected group members. Yet, very little is known about the extent, nature, and purposes of these practices, the limitations and affordances, the type of discourse and conflicts that develop in these spaces, and the extent to which it affects teacher-student interactions outside of WhatsApp (e.g., the social climate in class, the teacher’s status, teacher-student and student-student relations), especially from the students’ perspective. Methodology: Our methodology combines questionnaires, personal interviews, and focus groups with Israeli secondary school students (N = 88). Contribution: The present study adds to the expanding body of empirical research on social media use in educational settings by specifically focusing on a heretofore underexposed aspect, namely, secondary school student-teacher communication in the popular instant messaging application WhatsApp. We report on findings from the student perspective and discuss the advantages and limitations of this form of communication sphere, and on the social functions of the different classroom WhatsApp groups in secondary school students’ everyday life. Findings: The combined findings reveal that classroom WhatsApp groups have become a central channel of communication for school-related topics. It is used primarily for organizational purposes (sending and receiving updates and managing learning activities), as well as a means for teachers to enforce discipline. Students mentioned many advantages of WhatsApp communication, such as easy access, the ability to create communities, the ability to safeguard personal privacy, and the communication format (written, mediated, personal, or group). However, they also recognized limitations (i.e., communication overload) and challenged teacher ability to monitor and affect student interactions in social media, even when they are present in these WhatsApp classroom groups. Finally, we report on the role of parallel, sans-teacher WhatsApp groups, which are characterized as back stage discourse arenas that accompany the front stage offline classroom activities and the “official” classroom WhatsApp group. Recommendations for Practitioners: The combined findings of this study indicate how WhatsApp-based, joint teacher-student groups can serve a variety of educational purposes, namely, organizational, instructional, and educational-disciplinary. In addition, and in spite of teachers concerns, students are aware of the challenges inherent to the use of WhatsApp for communication with their teachers. Some of the main characteristics that prevent teachers from using other ubiquitous digital communication media, such as Facebook or Twitter, are not relevant when it comes to WhatsApp. Both teachers and students view WhatsApp as a favored channel of communication because of the low exposure to personal information and minimal invasion of privacy. Future Research: The qualitative methodology of this paper limits the ability to generalize the current findings to other contexts and population groups. Future research should preferably explore the generalizability of our findings to larger sections of teenage populations. It should also explore similarities and differences with other age groups. Finally, the present study was set in a particular country (Israel). Local norms of cellphone use and of appropriate teacher-student interaction, as well as locally developed media domestication patterns, may differ from country to country and/or from one cultural group to another. Future research should then include and compare the current findings with data from different countries and cultures in order to complete the picture.

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Kusuma, Putri Candra, Muhammad Reza Pahlevi, and Hilmansyah Saefullah. "EFL teachers’ perception towards online classroom interaction during covid-19 pandemic." ETERNAL (English Teaching Journal) 12, no. 2 (August 29, 2021): 68–79. http://dx.doi.org/10.26877/eternal.v12i2.9211.

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

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Šeďová, Klára, and Zuzana Šalamounová. "Student Participation in Communication as a Product of Teacher—Student Interaction." Lifelong Learning 5, no. 3 (2015): 75–94. http://dx.doi.org/10.11118/lifele2015050375.

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Goal of this study is to explore whether the way of teacher—student interaction influences student’s participation in the educational communication. Research has proved that students participate in the educational communication unevenly and that the level of their participation strongly correlates to their school performance. In this study based on the microanalysis of videorecords of educational communication we show that participation patterns are socially constructed and they are a product of interaction of students and their teachers. We analyze two examples of students with similar characteristics (lower school performance), one of which participates in a very limited way and he is not able to participate in discussions about more difficult topics, the second then participates in a large extent and he is able to introduce new ideas and to formulate sophisticated arguments. On the collected data we show that difference is caused by the different behaviour of their teachers, who differ in the level of assistance provided to the students and also in the way they label the students in communication.

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Pol, Janneke van de, Monique Volman, and Jos Beishuizen. "Patterns of contingent teaching in teacher–student interaction." Learning and Instruction 21, no. 1 (February 2011): 46–57. http://dx.doi.org/10.1016/j.learninstruc.2009.10.004.

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Battro, Antonio M., Cecilia I. Calero, Andrea P. Goldin, Lisa Holper, Laura Pezzatti, Diego E. Shalóm, and Mariano Sigman. "The Cognitive Neuroscience of the Teacher-Student Interaction." Mind, Brain, and Education 7, no. 3 (August 16, 2013): 177–81. http://dx.doi.org/10.1111/mbe.12025.

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Wehrwein, Teresa. "Developing an ethical basis for student-teacher interaction." Journal of Professional Nursing 12, no. 5 (September 1996): 297–302. http://dx.doi.org/10.1016/s8755-7223(96)80009-3.

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Parker, Kimberly A., and Bobi Ivanov. "The Impact of Modality on Teacher-Student Interaction." International Journal of Learning in Higher Education 20, no. 1 (2014): 7–25. http://dx.doi.org/10.18848/1447-9494/cgp/v21i01/48716.

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Albrecht, James E. "Educational Leadership: a Focus on Teacher-Student Interaction." NASSP Bulletin 72, no. 510 (October 1988): 28–33. http://dx.doi.org/10.1177/019263658807251005.

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김명희. "Teacher-Student Interaction in a Book Circle Activity." English Teaching 64, no. 1 (March 2009): 27–50. http://dx.doi.org/10.15858/engtea.64.1.200903.27.

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Sa'o, Sofia, Finsensius Yesekiel Naja, and Agustina Mei. "EKSPLORASI AKTIVITAS SISWA MELALUI MODEL INTERAKSI LEIKIN DALAM PEMBELAJARAN MATEMATIKA." JUPIKA: JURNAL PENDIDIKAN MATEMATIKA 3, no. 2 (September 30, 2020): 41–50. http://dx.doi.org/10.37478/jupika.v3i2.668.

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This research focused on the difficulty of students doing interaction activities in learning mathematics in school. Sometimes even smart students will get used to silence in class. Students are not accustomed to actively interacting, even though student activities are very important in the process of learning mathematics. Activities that occur in learning, include several aspects such as listening to the teacher's explanation, asking if there is something that has not been understood, answering the question of the teacher or other friends, having active discussions if allowed group work, solving practice questions if they are given by the teacher and so on. The activities included in it are interactive activities. Interaction in this research is an activity that occurs about the needs of the learning process, namely the relationship between teacher and student, student and teacher, student and student, and student and learning resources. The method used in this research is how the interaction that occurs is related to the interaction model. The expected results of this study are students can actively interact in every learning process in school.

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Alexandrova, Ekaterina A., Stepan I. Akhmetov, and Mohamed R. Attia. "Advantages and Directions of Electronic Interaction in Web-Learning." Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology 9, no. 4 (December 15, 2020): 385–91. http://dx.doi.org/10.18500/2304-9790-2020-9-4-385-391.

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E-learning (web-learning) is a relatively new and actively developing form of education and a field of scientific research. The purpose of the research presented in the article is to describe the advantages of electronic interaction between a teacher and a student. The hypothesis of the research was that web-learning in different directions creates many options for effective interaction between students and teachers. We revealed potentially equal opportunities for web-learning; freedom of access (freedom to choose); flexibility (mobility) of training; ability to develop in tune with the times (cultural conformity); reduction in training fees; the ability to determine the criteria for assessing knowledge (objectivity); individualization of the choice of teaching aids (freedom). We demonstrated direction of electronic interaction: a) active interaction of a student and teachers with content: interaction of students with content; teacher interaction with contents; interaction of content with content; b) personal and social interaction with a teacher, parents and peers: interaction of a student with a teacher; student-student interaction; interaction between a teacher and a teacher; c) interaction with the educational organization in the process of navigation between the interfaces of their interaction: the interaction of a student with an interface; teacher interaction with an interface; interaction with programs, applications and sites; interaction of a student with himself/herself. We propose following indicators for determining the level of interaction efficiency in web-based training programs: availability, feedback, validity of the task. The use of various orientations of web-learning by a teacher in practice will allow to ensure individualization of the choice of teaching tools, objectivity, accessibility, feedback from a student, as well as freedom of access to information, flexibility (mobility) of training, the ability to develop in tune with the times.

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Krkovic, Katarina, Samuel Greiff, Sirkku Kupiainen, Mari-Pauliina Vainikainen, and Jarkko Hautamäki. "Teacher evaluation of student ability: what roles do teacher gender, student gender, and their interaction play?" Educational Research 56, no. 2 (April 2014): 244–57. http://dx.doi.org/10.1080/00131881.2014.898909.

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Azimah, Anis. "COMMUNICATIVE LEARNING IN THE CLASSROOM INTERACTION (A DESCRIPTIVE STUDY ON THE TENTH GRADE STUDENTS IN MAN 3 TULUNGAGUNG IN THE 2016/2017 ACADEMIC YEAR)." JARES (Journal of Academic Research and Sciences) 2, no. 2 (September 10, 2017): 5. http://dx.doi.org/10.35457/jares.v2i2.415.

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This research aims at observing how the process of communicative learning occurred in the classroom interaction and identifying the types of interaction in the classroom. To meet the purposes of the research, this research raised the questions related to the principal features of Communicative Orientation of Language Teaching (COLT) scheme proposed by Nunan (1992). MAN 3 Tulungagung was taken as the setting of the research. The interaction between English teacher and students of Acceleration (X-10) class in the 2016/2017 academic year were recorded as the subject of the analysis. To examine the learning process and interaction, this research used qualitative approach in the form of descriptive method. In collecting the data, the researcher employed video recording. The data obtained through the observation was in the form of transcribed interaction. It was also found that the types of interaction occurred in the classroom are Teacher-Class (T - C), Teacher-Group (T-G), Teacher-Student(s) (T-S), and Student-Student (S-S) interactions. Each of this interaction is influential in the classroom. Regarding the findings of the research, the researcher concludes that these communicative analysis can be used as self-monitoring for English teacher to create communicative classroom. Therefore, this study is useful to introspect teacher ’s and learner ’s performance in the classroom. Key words: communicative Learning, Classroom Interaction.

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Billington, Tom. "Sex differences in student estimations of female and male student-teacher interaction." Research in Education 50, no. 1 (November 1993): 17–26. http://dx.doi.org/10.1177/003452379305000103.

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Lockwood, J. R., and Daniel F. McCaffrey. "Exploring Student-Teacher Interactions in Longitudinal Achievement Data." Education Finance and Policy 4, no. 4 (October 2009): 439–67. http://dx.doi.org/10.1162/edfp.2009.4.4.439.

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This article develops a model for longitudinal student achievement data designed to estimate heterogeneity in teacher effects across students of different achievement levels. The model specifies interactions between teacher effects and students' predicted scores on a test, estimating both average effects of individual teachers and interaction terms indicating whether individual teachers are differentially effective with students of different predicted scores. Using various longitudinal data sources, we find evidence of these interactions that is of relatively consistent but modest magnitude across different contexts, accounting for about 10 percent of the total variation in teacher effects across all students. However, the amount that the interactions matter in practice depends on the heterogeneity of the groups of students taught by different teachers. Using empirical estimates of the heterogeneity of students across teachers, we find that the interactions account for about 3–4 percent of total variation in teacher effects on different classes, with somewhat larger values in middle school mathematics. Our findings suggest that ignoring these interactions is not likely to introduce appreciable bias in estimated teacher effects for most teachers in most settings. The results of this study should be of interest to policy makers concerned about the validity of value-added teacher effect estimates.

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Pakhrurrozi, Imam, Imam Sujadi, and Ikrar Pramudya. "Analysis of Interaction Jigsaw Learning Process on Geometry Material." International Journal of Multicultural and Multireligious Understanding 5, no. 5 (October 1, 2018): 75. http://dx.doi.org/10.18415/ijmmu.v5i5.306.

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

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Yulianawati, Ida. "THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS." Wiralodra English Journal 2, no. 2 (July 5, 2019): 184–98. http://dx.doi.org/10.31943/wej.v2i2.35.

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The paper concerns with investigating classroom interaction especially the classroom language used by teacher and students in teaching learning process in one Junior High School in Indramayu. Teacher’s talk signals the classroom language that is used by the teacher in the classroom throughout the class periods. Meanwhile, students’ talk signal classroom language that is used by the students. The study employs qualitative interaction analysis method involving fifty nine students and two teachers in two different classrooms. The data are gathered through non-participant observation and video recording. Classroom observations were conducted to gain the data concerning classroom interaction in teaching learning process. The data collecting was separated into twelve categories and analyzed using Flint (Foreign Language Interaction analysis) system adopted from Moscowitz that is widely used to investigate classroom interaction. The findings of this study showed that there are various verbal interactions used in classroom interaction. The data showed that the use of classroom language motivate students to speak and encourage the students to share their idea. But the data also showed that there are many obstacles in using classroom language. So it needs more effort from teachers and students to make classroom language familiar in the classroom.

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Yulianawati, Ida. "THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS." Wiralodra English Journal 2, no. 2 (September 1, 2018): 184–98. http://dx.doi.org/10.31943/wej.v2i2.361.

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The paper concerns with investigating classroom interaction especially the classroom language used by teacher and students in teaching learning process in one Junior High School in Indramayu. Teacher’s talk signals the classroom language that is used by the teacher in the classroom throughout the class periods. Meanwhile, students’ talk signal classroom language that is used by the students. The study employs qualitative interaction analysis method involving fifty nine students and two teachers in two different classrooms. The data are gathered through non-participant observation and video recording. Classroom observations were conducted to gain the data concerning classroom interaction in teaching learning process. The data collecting was separated into twelve categories and analyzed using Flint (Foreign Language Interaction analysis) system adopted from Moscowitz that is widely used to investigate classroom interaction. The findings of this study showed that there are various verbal interactions used in classroom interaction. The data showed that the use of classroom language motivate students to speak and encourage the students to share their idea. But the data also showed that there are many obstacles in using classroom language. So it needs more effort from teachers and students to make classroom language familiar in the classroom.

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46

Azimah, Anis. "COMMUNICATIVE LEARNING IN THE CLASSROOM INTERACTION (A DESCRIPTIVE STUDY ON THE TENTH GRADE STUDENTS IN MAN 3 TULUNGAGUNG IN THE 2016/2017 ACADEMIC YEAR)." Journal of Academic Research and Sciences (JARES) 2, no. 2 (September 10, 2017): 5. http://dx.doi.org/10.30957/jares.v2i2.415.

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This research aims at observing how the process of communicative learning occurred in the classroom interaction and identifying the types of interaction in the classroom. To meet the purposes of the research, this research raised the questions related to the principal features of Communicative Orientation of Language Teaching (COLT) scheme proposed by Nunan (1992). MAN 3 Tulungagung was taken as the setting of the research. The interaction between English teacher and students of Acceleration (X-10) class in the 2016/2017 academic year were recorded as the subject of the analysis. To examine the learning process and interaction, this research used qualitative approach in the form of descriptive method. In collecting the data, the researcher employed video recording. The data obtained through the observation was in the form of transcribed interaction. It was also found that the types of interaction occurred in the classroom are Teacher-Class (T - C), Teacher-Group (T-G), Teacher-Student(s) (T-S), and Student-Student (S-S) interactions. Each of this interaction is influential in the classroom. Regarding the findings of the research, the researcher concludes that these communicative analysis can be used as self-monitoring for English teacher to create communicative classroom. Therefore, this study is useful to introspect teacher’s and learner’s performance in the classroom. Key words: communicative Learning, Classroom Interaction.

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Miklyaeva, A. V. "Phenomena of Inter-age Manipulations in Interaction "Teacher-Student"." Psychological-Educational Studies 8, no. 4 (2016): 13–23. http://dx.doi.org/10.17759/psyedu.2016080402.

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Thearticlepresentsthe results of studies of the phenomenon empirical inter-age manipulation in the pedagogical interaction. Inter-age manipulation is considered a form of manipulation carried out on the basis of an appeal to the participants in the interaction age roles. Based on the results of a survey 109 teenagers 13-15 years, using a questionnaire, color test of relations and projective drawing shows that inter-age manipulation is a common way to impact on the students, elected teacher. Teachers are the subjects of inter-age manipulation more often than students. It was revealed that the effectiveness of inter-age manipulation in pedagogical interaction increases if it is meaningful is consistent with the normative content of age roles, as well as «inter-age distance" between the teacher and the students. The greatest effectiveness of have inter-age manipulation undertaken for older teachers, and manipulation "from below" from young teachers

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Ongteco, Belen C. "Teacher-Student Interaction Patterns In Bilingual and Mainstream Classrooms." NABE Journal 14, no. 1-3 (October 1989): 129–44. http://dx.doi.org/10.1080/08855072.1989.10668574.

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Xu, Enqin, and Bin Jia. "Research on using QQ to promote teacher-student interaction." International Journal of Continuing Engineering Education and Life-Long Learning 23, no. 3/4 (2013): 324. http://dx.doi.org/10.1504/ijceell.2013.055400.

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Spridzāns, Mārtiņš. "PECULIARITIES OF TEACHER- STUDENT INTERACTION IN E-LEARNING ENVIRONMENT." BORDER SECURITY AND MANAGEMENT 2, no. 7 (July 5, 2018): 144. http://dx.doi.org/10.17770/bsm.v2i7.3479.

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While implementing e-learning courses at the State Border Guard College of the Republic of Latvia, the author of this article has discovered several differences in communication between students compared to traditional learning. Since the e-learning is going to expand in the future it is essential to explore theoretical and practical concepts on teacher student interaction peculiarities in e-environment. The author has gathered suggestions and proposals on best practices of teacher student interaction in order to improve e-learning outcomes. The goal of the article is to explore the peculiarities of the interaction between teachers and students in e-learning environment and provide suggestions on improving the efficiency of teacher-student interaction in e-learning.

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Journal articles on the topic 'Student-teacher interaction'

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