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Статті в журналах з теми "Teachers' verbalizations":

1

Workman, Susan H. "Teachers’ Verbalizations and the Social Interaction of Blind Preschoolers." Journal of Visual Impairment & Blindness 80, no. 1 (January 1986): 532–34. http://dx.doi.org/10.1177/0145482x8608000104.

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Data suggest that teachers can facilitate interactions between blind preschoolers and their sighted peers by the use of verbal cues. The most useful cues appear to be descriptions of the social environment, direct prompts to the target child, and indirect prompts to other children in the group. Also, there are teacher-child interaction patterns that appear to hinder interaction with peers; these are indicated, and the discussion provides teachers with a basis for thinking about social interaction and ways of helping young children organize their social environment.
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De Ruiter, Naomi M. P., Katja N. Van der Klooster, and Sander Thomaes. "“Doing” mindsets in the classroom: A coding scheme for teacher and student mindset-related verbalizations." Journal for Person-Oriented Research 6, no. 2 (December 30, 2020): 103–19. http://dx.doi.org/10.17505/jpor.2020.22404.

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There is a growing body of research showing the crucial role that students’ growth versus fixed ability-mindsets have in their school achievement, enjoyment, and resilience. The overwhelming majority of this research adopts a variable-oriented approach. As a result, little is known about how teachers and students co-regulate each other’s mindsets within classroom interactions. This manuscript addresses the need for more person-oriented research that examines how teachers and students do mindsets in naturalistic settings, i.e., their mindset-related verbalizations. In this manuscript, we provide a coding scheme to study the moment-to-moment dynamics of mindset-related verbalizations of both teachers and students within Science, Technology, Engineering, and Mathematics (STEM) contexts: The STEAM (Student-TEAcher-Mindset) coding scheme. We demonstrate the utility of the coding system through content and ecological validity, inter-rater reliability, and a case study of STEAM-generated time-series data. We show how these data can be used to chart moment-to-moment dynamics that occur between teacher and student. The coding scheme provides teachers and researchers with a practical tool for analyzing how person-specific mindset-related language can wax and wane in the context of peer and teacher interactions within STEM lessons.
3

Hestenes, Linda L., Deborah J. Cassidy, and Judith Niemeyer. "A Microanalysis of Teachers' Verbalizations in Inclusive Classrooms." Early Education & Development 15, no. 1 (January 2004): 23–38. http://dx.doi.org/10.1207/s15566935eed1501_2.

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4

Goldschmidt, Gabriela, Hagay Hochman, and Itay Dafni. "The design studio “crit”: Teacher–student communication." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 24, no. 3 (July 12, 2010): 285–302. http://dx.doi.org/10.1017/s089006041000020x.

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AbstractThe design studio has been, and will probably continue to be, the cornerstone of design education. Its major feature is the one-on-one desk critique (crit), in which student and teacher discuss the student's work in progress on a regular and frequent basis. The studio is a learning by doing environment, and the crit is the setting in which students acquire design skills and knowledge, under the guidance of the teacher. Design teachers are usually practitioners who receive no pedagogical training, and the effectiveness of their teaching depends on experience, awareness, and talent. Here we offer a detailed qualitative and quantitative representation of the crit through analyses of three case studies, which were collected in second-year architectural studios. We use two types of protocol analysis methods: coding of verbalizations and linkography, which looks at links among verbalizations. We show the diversity in teachers' performance and point to common trends. We propose that analyses of this kind may serve as a major feedback instrument in the framework of a badly needed pedagogical basis for design education.
5

Montemayor, Mark, and Emily A. Moss. "Effects of Recorded Models on Novice Teachers’ Rehearsal Verbalizations, Evaluations, and Conducting." Journal of Research in Music Education 57, no. 3 (September 30, 2009): 236–51. http://dx.doi.org/10.1177/0022429409343183.

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In this study, the authors investigated effects of aural model—supported rehearsal preparation on selected behavioral and evaluative elements of novice teachers’ rehearsals. Sixteen preservice music teachers conducted high school bands in four 15-minute rehearsals (two rehearsals on two different pieces).To prepare for their rehearsals on one piece, participants were given only the conductor score, while for the other piece, they were given both a score and a recorded model of the piece on an audio compact disc.Video recordings of all 64 rehearsals were systematically observed for teachers’ verbalizations across several musical and teaching variables. Participants also completed post-rehearsal evaluations of their teaching and of the ensemble’s playing. Differences between conditions were small, with teachers’ verbalizations reflecting a proportionally greater concern for accuracy in the model-supported condition. Evaluations of rehearsals were less self-directed and were more critical of the ensemble, a finding consistent with previous research.There was virtually no difference in responses between conditions for conductor expressiveness.
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Duke, Robert A., and Jacqueline C. Henninger. "Teachers' Verbal Corrections and Observers' Perceptions of Teaching and Learning." Journal of Research in Music Education 50, no. 1 (April 2002): 75–87. http://dx.doi.org/10.2307/3345694.

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We tested whether observers' perceptions of private lessons are affected by the type of verbalizations used by teachers to make corrections in student performance. We compared verbal corrections that were expressed as directive statements (i.e., specific directions to change some aspect of performance in a subsequent trial) and verbal corrections expressed as negative feedback statements (i.e., negative evaluations of student performance in a preceding performance trial). Participants viewed two videotaped private lessons. In one lesson, all corrections of student performance errors were expressed as directions to change some aspect of performance in the subsequent trial. In the other lesson, all corrections were expressed as negative feedback statements followed by a direction to play again. Subjects responded using a paper-and-pencil questionnaire with 10 statements about the teacher and student in each lesson. There were no meaningful differences in subjects' responses between the two lessons, both of which were rated highly positively. Asked to cite differences observed between the two lessons, few subjects identified any aspect of the teacher's feedback.
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Colprit, Elaine J. "Observation and Analysis of Suzuki String Teaching." Journal of Research in Music Education 48, no. 3 (October 2000): 206–21. http://dx.doi.org/10.2307/3345394.

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This study is an examination of teacher and student behavior in 48 violin and cello lessons taught by 12 expert Suzuki string teachers. One representative excerpt of work on a repertoire piece that had been introduced in a preceding lesson was extracted from each lesson videotape and analyzed in detail. Each excerpt was divided into segments (labeled “rehearsal frames”) that encompassed the instructional activities devoted to proximal performance goals (labeled “targets”) identified by the teacher. Targets were recorded for each rehearsal frame and categorized according to the teacher's description of the target and according to the aspect of performance to which the target pertained. Instructional activities within 338 rehearsal frames were examined in terms of the rates, durations, and proportions of time devoted to aspects of teacher and student behavior. Across all rehearsal frames ( N = 338), approximately 45% of the total time was devoted to teacher verbalizations, 20% to teacher modeling, and 41% to student performance. Episodes of teacher and student activity were frequent and brief, indicating a rapid pace of instruction. Lessons were characterized by high rates of approvals and a clear focus on one aspect of performance at a time.
8

Montemayor, Mark, Brian A. Silvey, Amy L. Adams, and Kay L. Witt. "Effects of Internal and External Focus of Attention During Novices’ Instructional Preparation on Subsequent Rehearsal Behaviors." Journal of Research in Music Education 63, no. 4 (November 6, 2015): 455–68. http://dx.doi.org/10.1177/0022429415612201.

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The purpose of this study was to investigate the effects of internal versus external focus of attention during novice teachers’ instructional preparation on their subsequent rehearsal behaviors. Thirty-two undergraduate instrumental music education students led bands in a series of three, 6-minute rehearsals on their assigned excerpt. Prior to these rehearsals, participants engaged in condition-specific score study and rehearsal preparation activities. Internal group ( n = 16) participants’ preparation related to knowledge of the score, whereas external group ( n = 16) participants focused their preparations on observable rehearsal behaviors with a minimal amount of time devoted to score study. We systematically analyzed video recordings of these rehearsals, calculating rates per minute of teacher verbalizations across several performance and teaching variables. We found that compared to the internal group, the external group exhibited higher rates of positive/specific feedback, conducted more frequent and briefer performance segments, and more often asked for the ensemble to start without providing a directive. The internal group mentioned ensemble balance in their rehearsals more frequently than did the external group, and their verbalizations reflected greater concern for Tone Quality. A panel of independent evaluators viewed all 96 video recordings of the rehearsals (presented to them without sound) and rated the clarity and the expression of participants’ conducting. We found a significant time by condition interaction for Expression, with scores for the external group increasing over time and scores for the internal group decreasing. We suggest that these results reflect the distinct and complementary benefits of each of these preparation methods for novice music teachers.
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Engelstad, Anne-Michelle, Calliope Holingue, and Rebecca J. Landa. "Early Achievements for Education Settings: An Embedded Teacher-Implemented Social Communication Intervention for Preschoolers With Autism Spectrum Disorder." Perspectives of the ASHA Special Interest Groups 5, no. 3 (June 30, 2020): 582–601. http://dx.doi.org/10.1044/2020_persp-19-00155.

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Purpose Early Achievements for Education Settings (EA-ES) is a teacher-implemented naturalistic developmental behavioral intervention for preschoolers with autism spectrum disorder (ASD) targeting core social communication impairments. The purpose of this pilot randomized controlled clinical trial (RCT) was to examine promise of efficacy of this iteratively developed intervention when implemented in authentic education settings. We examined (1a) whether a high level of implementation fidelity was attained by EA-ES trained teachers and (1b) whether their fidelity attainment differed from that of untrained teachers; and (2) whether the EA-ES intervention showed promise of improving child social, communication, and cognitive outcomes as determined by within- and between-group comparisons of children in EA-ES classrooms and children in classrooms randomized to the business as usual condition. Method Participants included six preschool teachers and 43 eligible preschoolers with ASD. Classrooms were randomized to EA-ES or business as usual. Analyses of intervention effects using baseline and postintervention data were conducted on teachers' fidelity of EA-ES implementation and children's performance on a proximal measure of social and communication behavior and on a distal standardized measure of verbal and nonverbal functioning. Results Teachers trained to implement EA-ES attained a high level of implementation fidelity, with significantly greater gains compared to untrained teachers. Children receiving EA-ES showed significantly greater gain from baseline to postintervention in frequency of produced initiation of joint attention and nonverbal cognitive functioning compared to children in business-as-usual classrooms. A trend toward significance for Group × Time effects was detected for frequency of spontaneous verbalizations produced, favoring the EA-ES group. Conclusions EA-ES shows promise of feasibility for teacher implementation in group contexts and for improving social communication and cognitive skills in preschoolers with ASD. Implications of results for future research and speech-language pathologist–teacher collaboration to increase language intervention dosage are discussed.
10

Drain, Samantha, and Paul E. Engelhardt. "Naturalistic Observations of Nonverbal Children with Autism: A Study of Intentional Communicative Acts in the Classroom." Child Development Research 2013 (June 25, 2013): 1–10. http://dx.doi.org/10.1155/2013/296039.

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We examined evoked and spontaneous communicative acts in six nonverbal children with autism (10–15 years, M = 12.8, SD = 2.1). All participants attended the same special school for children with autism but were in different classes. Each was observed for 30 minutes during a typical school day. An observer coded the presence/absence of an antecedent, the form and function of the communicative act, and the teacher’s response to the child. One hundred and fifty-five communicative acts were observed, 41% were spontaneous and 59% were evoked. The main antecedents to evoked communicative acts were verbal prompts, and most of the evoked communicative acts were physical in nature (i.e., motor acts and gestures). However, verbalizations and the use of the Picture Exchange Communication System (PECS) were higher for spontaneous communicative acts. The functions of spontaneous communicative acts were primarily requests. Results showed a substantial number of “nonresponses” from teachers, even following evoked communicative acts. These results suggest that teachers may not actively promote intentional communication as much as possible. Therefore, our findings provide information concerning ways in which educators could facilitate intentional communication in non-verbal children with autism.

Дисертації з теми "Teachers' verbalizations":

1

Beebe, Marla. "Teaching and Rehearsal Behaviors of Instrumental Music Teachers." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1181923968.

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2

Xiao, Wei. "Analyse des interactions en classe de langue en milieu universitaire chinois : les obstacles rencontrés par les enseignants extra-nationaux face aux étudiants chinois et leurs postures d'enseignement." Thesis, CY Cergy Paris Université, 2021. http://www.theses.fr/2021CYUN1084.

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S'inscrivant dans le champ des recherches sur l'agir professoral, cette recherche s'attache à repérer et à catégoriser les obstacles auxquels les enseignants extra-nationaux de FLE, qui ne partagent pas la culture éducative de leurs apprenants chinois et qui enseignent en milieu exolingue, sont confrontés en classe de français langue étrangère. Nous nous intéressons aux postures adoptées par les enseignants pour contourner, affronter ou surmonter les obstacles rencontrés. Mené dans une approche ethnographique, notre travail s'appuie essentiellement sur la mise en regard des interactions didactiques en classe et des verbalisations enseignantes sur leurs pratiques d'enseignement. L'analyse de la pratique enseignante est également complétée par les points de vue des apprenants. A l'aide d'un questionnaire et des entretiens effectués auprès d'apprenants chinois, nous essayons de comprendre la présence des obstacles ainsi que l'efficacité des enseignants dans le traitement de ces difficultés. L'étude des obstacles dans les pratiques effectives permet de mieux connaître le travail des enseignants en milieu exolingue, d'éclairer les actions d'enseignement ainsi que le développement des pratiques professionnelles et enfin de mieux réfléchir sur la formation des enseignants de FLE qui travaillent en milieu universitaire chinois.Mots-clés : agir professoral, obstacles, milieu exolingue, postures enseignantes,interaction didactique, verbalisations enseignantes
Focused on the research field of teaching practices, this research aims to identify and categorize the obstacles that the teachers of French as a foreign language (hereafter referred as “FFL teachers”), who do not share the educational culture of their Chinese students and who work in an exolingual environment, have encountered in their classes. We are interested in the postures adopted by teachers to bypass, face or overcome the obstacles. Following an ethnographic approach, our research relies on the classroom interactions and teachers' verbalizations about their teaching practices. The analysis of teaching practices is also supported by the learners' points of view. Through a questionnaire and interviews with Chinese students, we try to understand the presence of obstacles and the effectiveness of teachers in dealing with these difficulties. The study of the obstacles in the teaching practices makes it possible to better understand the work of teachers in an exolingual environment, to enlighten the teacher's action as well as the development of the professional skills and finally to think about in a better way the training of FFL teachers who work in Chinese universities.Keywords: teaching practices, obstacles, exolingual environment, teachers' postures, classroom interactions, teachers' verbalizations
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Xue, Lin. "Aspects évolutifs de l’agir professoral dans le domaine de l’enseignement des langues : une étude à travers les discours de verbalisation de six enseignants de français langue étrangère et de chinois langue étrangère." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA148/document.

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Cette thèse s’attache à comprendre les dynamiques au sein du système de la pensée enseignante des enseignants de langues étrangères (LE) à l’aide d’un dispositif de suivi multimodal et longitudinal. Situé en didactique des langues et notamment en pensée enseignante, ce travail est inscrit dans un cadre théorique multidisciplinaire où est postulée une cohabitation du socioconstructivisme et de l’émergentisme. Dans le but de saisir les aspects évolutifs des représentations de six enseignants de français langue étrangère (FLE) et de chinois langue étrangère (CLE) en Chine et en France, des moyens d’observation et d’entretiens – semi-directifs et d’auto-confrontation – ont été mobilisés pour chacun des enseignants durant un semestre. Leurs discours de verbalisation ont été analysés selon une approche double conjuguant l’analyse de contenu et l’analyse du discours. A côté d’une image de soi pluri-identitaire et instable, se dessine un système de connaissances et de convictions dont la construction et le fonctionnement portent la marque de l’historicité, de la subjectivité, de la contextualité et des contradictions. La théorie de l’activité trouve sa validité dans la répartition du travail basée sur les profils des apprenants-collaborateurs typifiés ; le poids de l’action incorporée se traduit par l’effet envisagé que l’enseignant souhaite atteindre à l’issue de l’action. La non-linéarité de l’évolution contextuelle va de pair avec l’actualisation des pratiques et des représentations. La complexité de la pensée enseignante est articulée autour d’une dynamique entre l’intentionnalité, l’action incorporée et les contraintes contextuelles. La rupture de la réflexivité au cours de l’action, découverte en neurosciences, et validée ici par la mise en place de méthodologies en sciences humaines et sociales, constitue à ce titre la contribution majeure de ce travail
This dissertation is devoted to reconstructing the dynamics of foreign language teachers’ thinking by a multimodal and longitudinal approach. Focused on the field of Applied Linguistics and teacher cognition in particular, the present work is part of a multidisciplinary theoretical framework co-constructed of Social constructivism and Emergentism. This study involved six teachers of French as a foreign language (FFL) and Chinese as a foreign language (CFL) working in China and in France, each being followed up for one semester, through classroom observation and different kinds of interviews (semi-directive interviews and stimulated recall). Their verbalization was then analyzed by a mixed approach combining content analysis and discourse analysis. Besides an instable self-image characterized by multi-identity, emerge from each teacher’s discourse a knowledge and belief system and its historicity, subjectivity, contextuality and contradiction. The validity of Activity Theory is confirmed by a division of labour based on learners’ profiles that the teacher typifies. The importance of embodied action is dependent on the expected outcome. Teachers wish to not only complete their teaching activity but also reach an effect which is an integrated part of their thinking patterns. The non-linearity of context changing explains the updating of teacher’s thinking and practice. Teacher cognition’s complexity is structured around a dynamic between intentionality, embodied action and situational constraints. The break of reflexivity during action, discovered in neurosciences and validated here in a human and social sciences’ methodology, constitutes the key contribution of this work

Тези доповідей конференцій з теми "Teachers' verbalizations":

1

Полтавская, Н. Е. "Cooperative technologies as a condition for the formation of professionally significant qualities of the future teacher of primary education." In Современное социально-гуманитарное образование: векторы развития в год науки и технологий: материалы VI международной конференции (г. Москва, МПГУ, 22–23 апреля 2021 г.). Crossref, 2021. http://dx.doi.org/10.37492/etno.2021.44.79.028.

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автор рассматривает кооперативные технологии как условие формирования профессионально значимых качеств будущего педагога начального образования в высшей школе. Проведенный теоретический анализ формирования профессионально значимых качеств педагога начального образования показал, что основными из них являются: высокая гражданско-патриотическая ответственность, социальная активность, педагогическое целеполагание и проектирование, креативность, рефлексия, самообладание. Применение кооперативных технологий позволяет решить профессионально-образовательные задачи, способствует формированию вышеуказанных качеств, развитию навыков вербализации и визуализации, умению слушать, разрешать возникающие проблемы, регулировать межличностные конфликты, преодолевать свои комплексы и барьеры. author considers cooperative technologies as a condition for the formation of professionally significant qualities of the future teacher of primary education in higher education. Our theoretical analysis of the problem of forming professionally significant qualities of a primary education teacher has shown that the main ones are high civic and patriotic responsibility, social activity, pedagogical goal-setting and design creativity, reflection, self-control. The use of cooperative technologies allows you to solve professional and educational tasks, contributes to the formation of the above qualities, the development of verbalization and visualization skills, the ability to listen, solve emerging problems, regulate interpersonal conflicts, overcome your complexes and barriers.

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