Dissertations / Theses on the topic 'Teacher-student relationships. Interaction analysis in education. Praise'
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Rismiller, Laura Lacy. "Effects of praise training and increasing opportunities to respond on teachers' praise statements and reprimands during classroom instruction." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1100293893.
Full textTitle from first page of PDF file. Document formatted into pages; contains xii, 114 p.; also includes graphics Includes bibliographical references (p. 87-94).
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.
Full textShung, 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.
Full textParker, Lydia Romelle Bigby. "The relationship between teachers' collegial interactions and student academic achievement /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Full textMartin, Doris Marie. "Preschool teacher-child relationships : an exploratory study of attachment models over time /." This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-135321/.
Full textLau, Hang-fong, and 劉杏芳. "A case study on student initiation to participate in classroomteacher-student interaction in secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956476.
Full textThweatt, Katherine S. "The effect of teacher immediacy, affinity-seeking, and misbehaviors on instructional outcomes." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=564.
Full textChan, Ka-lai Christine. "A study of teacher-student verbal interactions in a F.6 English classroom." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553185.
Full textShung, King-yin, and 宋景賢. "The impact of ICQ on teacher-student communication." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B3196350X.
Full textCole, Mary Lou. "Teacher and student interaction patterns in the college classroom and the impact of gender." Thesis, This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-10062009-020120/.
Full textLeung, Po Ying Enique. "An analysis of interaction between a pupil and a guidance teacherin [i.e. teacher in] the helping process." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/377.
Full textPretorius, Lizelle. "The nature of teacher-learner classroom interaction." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95955.
Full textENGLISH ABSTRACT: Teacher-learner classroom interactions are beautiful yet intricate. This phenomenon forms part of the lifespan of most individuals and occurs every day in classrooms worldwide. As a beginner teacher I have personally experienced a vast array of classroom interactions which at times have left me speechless, upset or confused. However this particular study enabled me to view interaction from a different angle, as I had the privilege of observing interaction from an outside(r) perspective. In this study the aim is thus to provide its reader with greater insight and understanding of the nature of teacher-learner classroom interactions. It also sheds light on the core constituents of teacher-learner interactions and how these influence teaching and learning processes and eventually the teacher-learner relationship. Three main concepts that emerged from the onset of the study are pedagogy, power and affect which not only strongly emanated from the literature but eventually also from the research findings. A qualitative study was undertaken by means of a collective case study research design. Observation was conducted in two grade nine classrooms at two different schools. In both cases findings in eight categories emerged, namely power, teacher behaviour, pedagogy, teacher affect, communication, learner behaviour, human qualities and characteristics and relational aspects. The findings suggest that teachers develop Emotional Intelligence strategies not only to enhance relationship building or teacher-learner interactions but also to maintain a certain level of emotional well-being. Teachers should also aim to incorporate a critical pedagogy approach and learner empowerment in their teaching practice to prepare the contemporary adolescent for a rapidly changing modern society.
AFRIKAANSE OPSOMMING: Onderwyser-leerder interaksie is besonders maar kompleks. Die fenomeen vorm deel van die lewensduur van meeste individue en speel homself daagliks uit in klaskamers wêreldwyd. As ‘n beginner onderwyseres het ek eerstehandse ervaring van klaskamer interaksie. By tye, het interaksies met leerders my al sprakeloos, verward en ontsteld gelaat. Hierdie studie het my egter in staat gestel om interaksie vanuit ‘n ander oogpunt te beskou. Ek was bevoorreg genoeg om onderwyser-leerder klaskamer interaksie vanuit die perspektief van ‘n buitestaander te aanskou. Hierdie studie poog om die leser se kennis en begrip aangaande die aard van onderwyser-leerder klaskamer interaksie uit te brei. Dit werp ook lig op kern aspekte van dié interaksie en hoe dit onder meer onderrig- en leerprosesse, sowel as die onderwyser-leerder verhouding beïnvloed. Drie vername konsepte wat vanuit die literatuur spruit sluit in: pedagogie, mag en die affektiewe wat ook uiteindelik sterk na vore in die bevindinge kom. ‘n Kwalitatiewe studie is onderneem aan die hand van ‘n gesamentlike gevallestudie. Waarnemings is gemaak in twee graad nege klasse by twee verskillende skole. In albei gevalle het die data bevinindings in agt kategorieë gelewer, naamlik: mag, onderwyser gedrag, pedagogie, onderwyser affek, kommunikasie, leerder gedrag, menslike karaktereienskappe en verhoudings-aspekte. Vanuit die bevindinge word voorgestel dat onderwysers Emosionele Intelligensie strategieë ontwikkel. Hierdie strategieë kan onder meer bydra tot ‘n beter verhouding tussen onderwysers en leerders en onderwysers baat ten opsigte van hul persoonlike emosionele welstand. Daarbenewens, kan onderwysers hulself wend tot ‘n kritiese pedagogiese onderrigbenadering asook die bemagtiging van hul leerders om uiteindelik die kontemporêre adolessent vir die moderne samelewing voor te berei.
Yang, Chi-cheung Ruby. "Second language classroom interaction patterns an investigation of three case studies of pre-service teachers /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41290896.
Full textKorompot, Chairil Anwar. "Teacher-student power relationships in language classrooms : a comparative case study in ESL and EFL contexts." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09armk84.pdf.
Full textBulris, Mark Ellsworth McDowelle James O. "A meta-analysis of research on the mediated effects of principal leadership on student achievement : examining the effect size of school culture on student achievement as an indicator of teacher effectiveness." [Greenville, N.C.] : East Carolina University, 2009. http://hdl.handle.net/10342/2211.
Full textPresented to the faculty of the Department of Educational Leadership. Advisor: James McDowelle. Title from PDF t.p. (viewed June 16, 2010). Includes bibliographical references.
Beaman, Robyn. "Behavioural interactions in secondary classrooms between teachers and students what they say, what they do /." Phd thesis, Australia : Macquarie University, 2006. http://hdl.handle.net/1959.14/13114.
Full textBibliography: leaves 458-476.
Introduction -- Teacher perceptions of troublesome classroom behaviour -- Troublesome classroom behaviour and teacher stress in New South Wales secondary classrooms: Part I -- Troublesome classroom behaviour and teacher stress in New South Wales secondary classrooms: Part II -- Troublesome classroom behaviour and teacher stress in New South Wales secondary classrooms: Part III -- Student perceptions of the classroom environment in New South Wales secondary classrooms -- Natural rates of teacher approval and disapproval in the classroom -- Natural rates of teacher approval and disapproval in secondary classrooms in New South Wales -- Differential teacher attention to boys and girls in the classroom -- Differential teacher attention to boys and girls in New South Wales secondary classrooms -- Perceptions versus reality: behavioural interactions between teachers and students in New South Wales secondary classrooms.
The focus of this thesis is troublesome classroom behaviour and the behavioural interactions between teachers and students in secondary school. Following a review of the extant research literature, Section A of the thesis reports a study examining the perceptions of 145 secondary teachers from New South Wales with regard to behaviours they find troublesome in their classrooms. Talking out of turn was clearly identified as the classroom behaviour of most concern, most frequently occurring and, importantly, the main misbehaviour of the most troublesome individual students. In two studies completed in parallel, it was similarly shown that teachers who identified themselves as having particular difficulties with classroom behaviour, or who had identified ten percent or more of their class as troublesome, experienced higher levels of stress related to classroom behaviour and their students perceived the classroom environment to be characterised by differential treatment of students. Section B of the thesis comprises observational studies of teachers and classroom behaviour with a substantial focus on student and teacher gender. Reviews of the literature on teachers' "natural" use of approval and disapproval and on differential teacher behaviour towards boys and girls were followed by two parallel studies. The first study, involving 79 New South Wales secondary school teachers and their classes, showed that while teachers typically responded to students with more approval than disapproval, almost all approval was reserved for academic behaviour whereas approval for appropriate classroom behaviour was very infrequent. Teachers typically reprimanded students for inappropriate behaviour at a very high rate. The second study showed that boys attracted far more teacher responses than girls but that most of this involved reprimands for inappropriate behaviour. Section C of the thesis relates teacher perceptions to observed classroom behaviour. It was concluded that in classes with larger numbers of troublesome students there was reduced academic feedback to students and where teachers' rates of negative responding were higher there was a reduced perception of participation by students.
Mode of access: World Wide Web.
vi, 500 leaves
Pinnegar, Stefinee Esplin. "Teachers' knowledge of students and classrooms." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184947.
Full textRensburg, Cheryl Dawn. "A self-reflection of my interactions, communication and relationship structures in the classroom." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1012587.
Full textChan, Ka-lai Christine, and 陳嘉麗. "A study of teacher-student verbal interactions in a F.6 English classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956269.
Full textSpiller, Mary Kennedy Larry DeWitt. "An analysis of teacher interactions with inner city African-American students." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803740.
Full textTitle from title page screen, viewed June 8, 2006. Dissertation Committee: Larry Kennedy (chair), John Goeldi, John Godbold, William Tolone. Includes bibliographical references (leaves 138-156) and abstract. Also available in print.
Meloro, Phyllis C. "Do high school advisory programs promote personalization? : correlates of school belonging /." View online ; access limited to URI, 2005. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3188841.
Full textGoffi, Jeanne C. "Applied voice instruction : Constructing a measure for evaluating teacher effectiveness /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/12026943.
Full textIncludes tables. Typescript; issued also on microfilm. Sponsor: Harold F. Abeles. Dissertation Committee: Lenore Pogonowski. Includes bibliographical references (leaves 104-108).
Forrest, Denise Brynhild. "Investigating the logics secondary mathematics teachers employ when creating verbal messages for students an instance for bridging communication theory into mathematics education /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1127218988.
Full textTitle from first page of PDF file. Document formatted into pages; contains [214] p.; also includes graphics. Includes bibliographical references. Available online via OhioLINK's ETD Center
Hsu, Lisa Li-I. "The relationship among teachers' verbal and nonverbal immediacy behaviors and students' willingness to speak in English in central Taiwanese college classrooms /." Free full text is available to ORU patrons only; click to view:, 2006. http://proquest.umi.com/pqdweb?did=1147197891&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.
Full textSnead-Greene, Cheryle Denise. "The impact of student-faculty interactions on the reentry female students' desire to persist towards academic completion at the community college : a study of student perceptions /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Full textVelez, Jonathan J. "Instructor Communication Behaviors and Classroom Climate: Exploring Relationships with Student Self-Efficacy and Task Value Motivation." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211151901.
Full textMartin, Doris M. "Preschool teacher-child relationships: an exploratory study of attachment models over time." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/38953.
Full textClaus, Christopher James. "The effects of computer-mediated and face-to-face affinity-seeking on out-of-class communication." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/659.
Full textStevens, M. Carla Schenone Palmer James C. "Perception of learners regarding the influence of technology on interaction in a two-way, video/audio distance education television class." Normal, Ill. : Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3088033.
Full textTitle from title page screen, viewed Aug. 24, 2004. Dissertation Committee: James C. Palmer (chair), George Padavil, Albert T. Azinger, Mohamed Nur-Awaleh. Includes bibliographical references (leaves 155-162) and abstract. Also available in print.
Anchulee, Suwandee McCarthy John R. "Students' perceptions of university instructors' effective teaching characteristics in the faculty of science, Mahidol University." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521342.
Full textTitle from title page screen, viewed April 13, 2006. Dissertation Committee: John R. McCarthy (chair), Ronald S. Halinski, Larry D. Kennedy, David L. Tucker. Includes bibliographical references (leaves 85-89) and abstract. Also available in print.
Ho, Mei-fun. "Communication in the mathematics classroom." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18034056.
Full textWanzung, Karen Lynn. "An investigation of the effects of teachers' sense of efficacy on teacher motivation for predicting student participation: Do teacher behaviors mediate this relationship?" CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1834.
Full textPotgieter, Sally. "A case study of input and classroom interaction in a multilingual chemistry class at the Port Elizabeth Technikon." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003318.
Full textAnuwongse, Amatyakul McCarthy John R. "Officer perceptions of effective teaching characteristics of instructors in the Naval Command and Staff College of Thailand." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633408.
Full textTitle from title page screen, viewed May 18, 2006. Dissertation Committee: John R. McCarthy (chair), Larry D. Kennedy, Marcia D. Escott, Lemuel W. Watson. Includes bibliographical references (leaves 77-81) and abstract. Also available in print.
Villalpando, Eugenia P. "Factors influencing perceptions of teachers : the role of locus of control and academic perceptions of self." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/871.
Full textPérez, Daniel. "Faculty responsiveness via a question-and-answer newsletter: Its impact on student satisfaction." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1702.
Full textBirch, Miriam C. "An investigation into computing lecturers' perceptions of the impact of changes in the student body on their role." Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/13021.
Full textJohnson, Kenneth Earl. "Outcome-based evaluation of interpersonal relationships between teachers and students at the Northwest Florida School for Boys." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000013.
Full textWest, Timothy H. "Customizing the eighth grade advisory program for Mary Putnam Henck Intermediate School students and their teachers." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/747.
Full textMercieca, Duncan P. "Living otherwise : students with profound and multiple learning disabilities as agents in educational contexts." Thesis, University of Stirling, 2008. http://hdl.handle.net/1893/1129.
Full textYang, Chi-cheung Ruby, and 楊紫嬙. "Second language classroom interaction patterns: an investigation of three case studies of pre-serviceteachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41290896.
Full textBunts-Anderson, Kimberly. "Relations between teachers' conceptions of in-class and out-of-class interactions and reported teaching practices teachers' belief study /." Phd thesis, Australia : Macquarie University, 2006. http://hdl.handle.net/1959.14/82707.
Full textBibliography: p. 372-438.
Introduction: the influence of second language teachers' conceptions and the role of interactions in language learning -- Literature review -- Theory and methodology -- Teachers' conceptions of in-class interactions -- Teachers' conceptions of out-of-class interactions -- Differences between EAP teachers' experiences and conceptual development: in-class and out-of-class interactions -- Two categorical frameworks for ICI and OCI context: similarities, differences and relations -- Discussion and conclusion.
Spoken interaction with others is one of the most powerful tools in learning and teaching a second language. This investigation is concerned with uncovering and categorising the ways a group of L2 teachers' describe their experiences and beliefs of two types of spoken interaction; those that occur in the classroom (ICI) and those that occur outside the classroom (OCI). Twenty-eight EAP teachers were interviewed using phenomenographic and ethnographic investigative approaches and asked to describe their experiences and how they thought about and used spoken interactions in the teaching and learning of a situated lesson. The conceptions that emerged as consistent (reported as experienced most frequently across the group and within individual transcripts) were identified and categorised into two sets of categories of description (COD) one for each type of interaction. Across the group of teachers, five stable ICI categories of conceptions were identified and four stable OCI categories of conceptions were identified. These categories describe the range of conceptions that emerged across the group as a whole and do not attempt to rate the understandings of individual teachers. -- The conceptions of interactions in both sets of categories followed a hierarchal pattern of development from less complete to more complete understandings of these interactions. These descriptions formed two frameworks that are supported by similar patterns describing less complete and more complete understandings of various concepts in sets of categories published in other education settings (Marton & Booth, 1997). Exploration into the teaching and learning approaches reported in the teachers' experiences of ICI and OCI indicated that the utilization of interactions was constrained by the ways these interactions were conceived. Relations between more developed conceptions of both phenomena emerged in situations where more developed conceptions were reported. In these situations both ICI and OCI were simultaneously present in the teachers' awareness and perceived as different aspects of the same teaching/ learning situations. Across the group the teachers reported less powerful ideas of how to utilize OCI than how to utilize ICI.
Mode of access: World Wide Web.
xvii, 496 p. ill
Lodi, Shuwembo Lomena Michel. "Directivité de l'enseignant et comportements de spontanéité des élèves: contribution à la formation psychopédagogique des enseignants basée sur l'éducation moderne et traditionnelle zaïroise." Doctoral thesis, Universite Libre de Bruxelles, 1993. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212744.
Full textStuhr, Paul T. "Teaching with Feeling: The Essence of Lived-Positive Emotionality and Care among Physical Education Teachers and their Students." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211367568.
Full textLagunas, Silvia Viramontes. "Teacher attitudes and perceptions of limited English proficient students toward academic achievement, motivation and ability." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1566.
Full textFelix, Adriano Gonçalves. "Procedimentos didáticos e interação professor-criança: meio e afetividade." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21362.
Full textMade available in DSpace on 2018-08-22T12:11:47Z (GMT). No. of bitstreams: 1 Adriano Gonçalves Felix.pdf: 2526600 bytes, checksum: 7a40584a748e0b738d4d4a6d201e8d86 (MD5) Previous issue date: 2018-07-30
This research had as objective to analyze didactic procedures, that from the interaction teacher-student, contribute to the learning of the child. These pedagogical devices were developed and analyzed within a class of 4th Year of Elementary School, in a public school in Greater São Paulo. As theoretical references of the research, the concepts of Wallon and Freinet were used to understand the learning process and interpersonal relations of the class. This work took as an inspiration some of the pedagogical devices developed at Ponte's school in Portugal, based on the ideas of Freinet and Pacheco, its founder. As a research methodology, the following didactic procedures were developed: roaming diary, letters to the teacher, "I think good / I think bad" mural, assemblies, theater games, mural "I need help / I can help in ...", were applied during the academic year of 2017, together with a group of 25 students, by the teacher and researcher of this dissertation. In order to separate teacher from researcher, a flow chart of the activities was elaborated, and the analysis was done by sampling of documents and observations, and by categories. The results of the research indicated that the child learns more when he is heard and takes the classroom environment as his own. The relations between teacher-student and student-student improved after assemblies and murals, when everyone started to bring the conflicts and difficulties into the group and treat them as part of the context and therefore a problem of all of them. There was a democratization of the environment, in which everyone came to participate in the proposed situations and decisions of the group. The class also became more participatory in class and content, with fewer absences, forming help groups to study. The research concluded that a respectful relationship in teacher-student and pupil-student relations, and a democratization of the classroom environment, promote favorable results in the teaching-learning process for students and teachers. When the teacher is attentive to the affectivity that happens in the relations in the classroom, and is oriented to reflect for the planning of the didactic procedures until its execution, the scholastic performance of the students improves, as well as the performance of the teacher
Esta pesquisa teve por objetivo analisar procedimentos didáticos, que a partir da interação professor-aluno, contribuem para a aprendizagem da criança. Estes dispositivos pedagógicos foram desenvolvidos e analisados dentro de uma turma de 4º Ano do Ensino Fundamental, em uma escola pública da Grande São Paulo. Como referenciais teóricos da pesquisa, foram utilizadas as concepções de Wallon e Freinet para entender o processo de aprendizagem e relações interpessoais da turma. Este trabalho tomou como inspiração, alguns dos dispositivos pedagógicos desenvolvidos na escola da Ponte, em Portugal, a partir das ideias de Freinet e de Pacheco, seu fundador. Como metodologia da pesquisa, desenvolveu-se os seguintes procedimentos didáticos: diário de itinerância, cartas ao professor, mural “Acho bom/Acho ruim”, assembleias, jogos teatrais e mural “preciso de ajuda/posso ajudar em...”, que foram aplicados durante o ano letivo de 2017, junto a uma turma de 25 alunos, pelo professor e pesquisador desta dissertação. Para diferenciar o ato de professor do ato de pesquisador, foi elaborado um fluxograma das atividades, e a análise foi feita por amostragem de documentos e observações, e por categorias. Os resultados da pesquisa indicaram que a criança aprende mais quando é ouvida e toma o ambiente da sala de aula como seu. As relações entre professor-aluno e aluno-aluno melhoraram após as assembleias e os murais, quando todos passaram a trazer os conflitos e as dificuldades para dentro do grupo e tratá-los como parte do contexto e por isso, um problema de todos eles. Aconteceu uma democratização do ambiente, no qual todos passaram a participar das situações propostas e decisões do grupo. A turma tornou-se, também, mais participativa nas aulas e nos conteúdos, com menos ausências, formando grupos de ajuda para estudar. A pesquisa concluiu que uma convivência respeitosa nas relações professor-aluno e aluno-aluno, e uma democratização do ambiente da sala de aula promovem resultados favoráveis no processo ensino-aprendizagem para alunos e professores. Quando o professor se atenta na afetividade que acontece nas relações em sala de aula, e se orienta a refletir para o planejamento dos procedimentos didáticos até sua execução, o desempenho escolar dos alunos se aprimora, bem como a atuação do professor
Ho, Mei-fun, and 何美芬. "Communication in the mathematics classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958667.
Full textEspejel, Nonell Olivia. "Las presencias social, docente y cognitiva en la comunicación mediada por computadora en un proyecto de telecolaboración interuniversitario en el ámbito de español lengua extranjera." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/482210.
Full textEn el present estudi s'investiguen tres presències, social (PS), docent (PD) i cognitiva (PC), en les interaccions que mantenen estudiants d'espanyol com a llengua estrangera de la Universitat de Groningen i professors en formació d'espanyol com a llengua estrangera de la Universitat de Barcelona en el marc d'un projecte de telecol·laboració. El projecte RUG-UB planteja com a objectiu comú als participants el desenvolupament de competències digitals. A més, els estudiants d'ELE tenen com a objectiu el desenvolupament de competències lingüístiques i els professors en formació de competències docents. Al llarg d'un semestre els participants duen a terme en línia quatre tasques col·laboratives que aprofiten el potencial de les TIC. Mitjançant una anàlisi de contingut s'analitzen les interaccions mantingudes per xat i videoconferència en dos grups formats per 11 estudiants d'ambdues universitats i es determina, de forma quantitativa i qualitativa, com es donen aquestes presències. A més, es recullen les impressions dels participants per contrastar-les amb els resultats de l'anàlisi. Aquest estudi mostra l'adequat desenvolupament de les tasques, ja que les presències varien d'acord amb els objectius de cadascuna. A més a més, es descriu la importància de cadascuna de les presències, com es donen i modulen i negocien a mesura que es desenvolupa la interacció. Així mateix, es detecta una relació entre les categories de Comunicació cohesiva i afectiva (PS) i Ensenyament directe (PD) i la satisfacció dels participants. D'altra banda, s'observen dos casos en els quals els interlocutors no aconsegueixen negociar les presències adoptades de manera satisfactòria i es detecten desacords pel que fa a les expectatives de posicionament de l'interlocutor. Finalment, els resultats obtinguts ens permeten proposar canvis que millorin l'experiència dels participants en projectes similars aprofitant el context didàctic i la comunicació mitjançada per ordinador.
In the present study, three presences, social (SP), teaching (TP) and cognitive (CP), are investigated in the interactions between students of Spanish as a foreign language at the University of Groningen and trainee teachers in Spanish as a foreign language (SFL) at the University of Barcelona all within the framework of a telecollaboration project. The RUG-UB project sets out as a common objective the participants’ development of digital literacies. In addition, the students of SFL have as an objective the development of linguistic competences and the trainee teachers aim to develop teaching competences. During a semester the participants carry out four online collaborative tasks, making the most out of technologies. A content analysis has been performed on the interactions maintained through chat and videoconference by two groups formed by 11 students of both universities. Afterwards, using quantitative and qualitative methodologies, we explain the emergence of SP, TP and CP. In addition, the participants' impressions are collected in order to contrast them with the results of the analysis. The present study shows the adequate development of the tasks since the three presences vary according to the objectives of each task. In addition, it describes the importance of each of the presences, how they emerge and how they are modulated and negotiated as the interaction develops. Likewise, a relationship between the categories of Cohesive Communication (SP) and Direct Teaching (TP) and the satisfaction of the participants was detected. On the other hand, there are two cases in which the interlocutors do not manage to negotiate the presences adopted in a satisfactory way and there are misunderstandings regarding the expectations of the position interlocutors are expected to adopt. Finally, the results obtained allow us to propose changes that improve the experience of the participants in similar projects taking advantage of the teaching context and computer mediated communication.
Dobbs, Jennifer E. "Attention in the preschool classroom : the relationships among child gender, child misbehavior, and teacher attention." 2002. https://scholarworks.umass.edu/theses/2392.
Full text"Teacher-pupil interaction in the culturally diverse classroom : guidelines for teachers." Thesis, 2012. http://hdl.handle.net/10210/5542.
Full textDuring the past few years many changes have taken place in South Africa. Many of these changes, implemented by the new government, concern the educational system. Measures have been taken to eradicate inequalities of the past and to make education accessible to all. This development has given rise to a situation in some schools where the cultural background of the teacher differs entirely from that of the schoolbeginner or pupil. More and more schools are being affected by this situation and the problems arising from this tend to impede effective learning and interaction. The aim of this research therefore, was to explore and describe the white teachers' experience regarding teacher-pupil interaction in the culturally diverse classroom, in order to formulate guidelines for teachers to effectively promote learning and interaction. By way of a qualitative research design, with interviews conducted with teachers and observations of teacher-pupils interaction used as data-collection method, various themes within this interaction have been identified. These themes are comparable with themes from relevant literature; a further literature review formed the basis of guidelines, mainly for teachers, for purposes of improving interaction between teacher and pupil in the culturally diverse schoolbeginner classes. Main themes of the guidelines are understanding and acceptance of cultural differences, culture-sensitive instruction, moral development, peer-group tutoring, language enrichment programs, discipline and knowledge of African child rearing practices. The role of the educational authorities in respect of teacher training, preservice as well as inservice training to promote cultural sensitivity, has also been pointed out. Making parents part of the schooling and education of their children, has also been given prominence.