Relevant bibliographies by topics / Teacher-Student interaction in classe

Contents

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

Academic literature on the topic 'Teacher-Student interaction in classe'

Author: Grafiati
Published: 4 May 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Teacher-Student interaction in classe.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Teacher-Student interaction in classe"

1

Putri, Stephanie Priyanto, Hendi Pratama, and Sri Wuli Fitriati. "Explanatory Study of Student-Teacher Interactions, Students’ Academic Motivation, and Teacher’s Motivation in English Classes." Celt: A Journal of Culture, English Language Teaching & Literature 23, no. 2 (2023): 201–24. http://dx.doi.org/10.24167/celt.v23i2.10524.

Full text
Abstract:
This study aims to determine the relationship between student-teacher interaction, students' academic motivation, and the teacher's motivation in the eighth-grade English classroom. Quantitative and qualitative data on student-teacher interaction and academic motivation in English learning were collected using a questionnaire, observation, and interview. 137 eighth-grade students at Semarang's Karangturi junior high school in the academic year 2022-2023 were the subjects of this study. Using an observation sheet from Ottevanger (2001), it was determined to see to what extent the teacher uses s
APA, Harvard, Vancouver, ISO, and other styles
2

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 (2021): 174–96. http://dx.doi.org/10.26803/ijlter.20.2.10.

Full text
Abstract:
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 givin
APA, Harvard, Vancouver, ISO, and other styles
3

Sari, Mike Nurmalia. "CLASSROOM INTERACTION PATTERNS AND TEACHERS-STUDENTS PERCEPTIONS ON ENGLISH CLASSES AT SMAN 2 BUKITTINGGI WEST SUMATRA." Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni 19, no. 2 (2018): 149. http://dx.doi.org/10.24036/komposisi.v19i2.10037.

Full text
Abstract:
This article aims to describe the results of research on interaction patterns and characteristics of classroom interaction in teaching and learning activities in English class in Bukittinggi West Sumatera, as well as perceptions of students and teachers to the interaction. This research type is descriptive and research data is classroom discourse between teacher and student when studying English, as well as questionnaire of student and teacher to class interaction. Participants are 4 English teachers with 3 meetings for each teacher (12 meetings). The research used classification theory of cla
APA, Harvard, Vancouver, ISO, and other styles
4

Wang, Xiaozhuan, Aminuddin Bin Hassan, How Shwu Pyng, and Han Ye. "Exploring the Influence of Teacher-Student Interaction Strength, Interaction Time, Interaction Distance and Interaction Content on International Student Satisfaction with Online Courses." International Journal of Learning, Teaching and Educational Research 21, no. 2 (2022): 380–96. http://dx.doi.org/10.26803/ijlter.21.2.21.

Full text
Abstract:
Since the outbreak of COVID-19 in January 2020, international online courses in universities in China have begun to develop on a large scale. This study explores the related influencing factors of teacher-student interaction on international student satisfaction with online courses in Chinese universities. It reveals which aspects of teacher-student interaction in online classes positively correlate with international students' satisfaction. This study is of a quantitative nature with four (independent variables (IVs) and one dependent variable (DV). The four IVs are the four dimensions of tea
APA, Harvard, Vancouver, ISO, and other styles
5

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

Full text
Abstract:
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
APA, Harvard, Vancouver, ISO, and other styles
6

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

Full text
Abstract:
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
APA, Harvard, Vancouver, ISO, and other styles
7

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

Full text
Abstract:
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
APA, Harvard, Vancouver, ISO, and other styles
8

Indra Sudrajat. "OVERCROWDED CLASSROOMS IN THE ANALYSIS OF TEACHER-STUDENTS INTERACTION." JELA (Journal of English Language Teaching, Literature and Applied Linguistics) 3, no. 2 (2021): 74–88. http://dx.doi.org/10.37742/jela.v3i2.60.

Full text
Abstract:
The study was carried out to find out the most serious problems faced by the teachers-student interaction in overcrowded classes The aims in this study is to investigate the effect of teacher-students interaction in overcrowded classroom. This study focuses particularly on the problems that are being faced by both teachers and students while teaching-learning process. The method of this research work is qualitative method. The data were gathered through self-completion questionnaires and interview administered to 33 student and four teachers for questionnaire. Questionnaire for teacher is to u
APA, Harvard, Vancouver, ISO, and other styles
9

Jeong, So Young. "The Relationship among Teaching Presence, Interaction, and Class Satisfaction: Experience of Interaction-Based Class in Online College English." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 24 (2023): 825–40. http://dx.doi.org/10.22251/jlcci.2023.23.24.825.

Full text
Abstract:
Objectives The purpose of this study was to examine the effects of teaching presence and interaction between teacher and student on class satisfaction in online English classes designed for teacher-student interaction, and to provide basic data for liberal arts English classes.
 Methods A web survey was conducted from June 29 to July 20, 2021 on 147 freshmen who took college English in the first semester of 2021. The collected data were analyzed by descriptive statistics, correlation analysis, simple and multiple regression analysis using SPSS WIN 23.0.
 Results First, teaching prese
APA, Harvard, Vancouver, ISO, and other styles
10

Li, Wenjia. "How does Gender Affect Teacher-Student Interaction: A Case Study in China’s EFL Classes." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 2134–40. http://dx.doi.org/10.54097/ehss.v8i.4659.

Full text
Abstract:
Under the background of modern education paying more and more attention to gender equity, teacher-student interaction, as an important micro component that will affect students in the classroom, whether it will be affected by gender factors is also a topic that researchers have long discussed. This study is committed to adding new cases to the study of gender and teacher-student interaction, focusing on teacher-student interaction in EFL classrooms in primary education from Mainland of China. This study is a case study, focusing on an experienced English teacher and her six classes. Through cl
APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic "Teacher-Student interaction in classe"

1

Santiboon, Toansakul. "Laboratory learning environments and teacher-student interaction in physics classes in Thailand /." Full text available, 2006. http://adt.curtin.edu.au/theses/available/adt-WCU20070221.102717.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Coulstock, Christine A. "Teacher-class, teacher-group and student interactions : opportunities for learning in primary science classrooms." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1048.

Full text
Abstract:
Many studies have investigated learning in science classes, examining various influences on the understandings that students develop. The purpose of this study was to investigate the interactions that took place in upper primary science lessons, and the teacher and student behaviours affected these interactions and the opportunities for learning. The three classes that were selected for the study were similar and the teachers were all experienced primary teachers. The teachers were supplied with a set of science lessons on the topic of electric circuits. The resources included background infor
APA, Harvard, Vancouver, ISO, and other styles
3

Kijkosol, Duangsmorn. "Teacher-student interactions and laboratory learning environments in biology classes in Thailand." Thesis, Curtin University, 2005. http://hdl.handle.net/20.500.11937/1550.

Full text
Abstract:
The first purpose of the study described in this thesis was to provide validation information of three questionnaires that were modified and translated into the Thai language, namely, the Questionnaire on Teacher Interaction (QTI), the Science Laboratory Environment Inventory (SLEI), and the Attitude to Biology Class (ABC). A second purpose was to determine students' perceptions of teacher-student interactions and laboratory learning environments and their attitudes to biology classes in secondary schools in Thailand. A sample of 1,194 students from 37 biology classes in 37 schools completed t
APA, Harvard, Vancouver, ISO, and other styles
4

Hedderwick, Helen. "Differences in student perceptions of teacher-student interpersonal behaviour in regional streamed secondary mathematics and science classes." Thesis, Curtin University, 2007. http://hdl.handle.net/20.500.11937/2031.

Full text
Abstract:
The purpose of this study was to examine teacher and students' perceptions of teacher-student interpersonal behaviour in regional secondary classrooms. Teachers were then presented with this information so that a comparison between teacher ideal, teacher actual and student perceptions of their classroom could be examined. The results were then able to be used by teachers to reflect on and seek to improve their teaching practice. This study utilised the Questionnaire on Teacher Interaction (QTI) to collect data about the classroom learning environment of Australian regional mathematics and scie
APA, Harvard, Vancouver, ISO, and other styles
5

Kijkosol, Duangsmorn. "Teacher-student interactions and laboratory learning environments in biology classes in Thailand." Curtin University of Technology, Science and Mathematics Education Centre, 2005. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16101.

Full text
Abstract:
The first purpose of the study described in this thesis was to provide validation information of three questionnaires that were modified and translated into the Thai language, namely, the Questionnaire on Teacher Interaction (QTI), the Science Laboratory Environment Inventory (SLEI), and the Attitude to Biology Class (ABC). A second purpose was to determine students' perceptions of teacher-student interactions and laboratory learning environments and their attitudes to biology classes in secondary schools in Thailand. A sample of 1,194 students from 37 biology classes in 37 schools completed t
APA, Harvard, Vancouver, ISO, and other styles
6

Braga, Maria Cecilia Bérgamo. "A interação professor-aluno em classe inclusiva : um estudo exploratório com criança autista /." Marília : [s.n.], 2002. http://hdl.handle.net/11449/90362.

Full text
Abstract:
Orientador: Maria Salete Fábio Aranha<br>Banca: Sadao Omote<br>Banca: Júlio Romero Ferreira<br>Resumo: O direito de acesso à escola, legitimado pela atual Política Nacional de Educação a todas as crianças, encontra resistências quando se refere a indivíduos com necessidades educacionais especiais. Este trabalho caracteriza a interação de uma única díade, professor - aluno portador de condutas típicas (autista de alto-funcionamento), em ambiente regular inclusivo, visando a contribuir com informações sobre o manejo com a diversidade em sala de aula. O estudo concluiu que o sujeito focal apresen
APA, Harvard, Vancouver, ISO, and other styles
7

Hedderwick, Helen. "Differences in student perceptions of teacher-student interpersonal behaviour in regional streamed secondary mathematics and science classes." Curtin University of Technology, Science and Mathematics Education Centre, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=18064.

Full text
Abstract:
The purpose of this study was to examine teacher and students' perceptions of teacher-student interpersonal behaviour in regional secondary classrooms. Teachers were then presented with this information so that a comparison between teacher ideal, teacher actual and student perceptions of their classroom could be examined. The results were then able to be used by teachers to reflect on and seek to improve their teaching practice. This study utilised the Questionnaire on Teacher Interaction (QTI) to collect data about the classroom learning environment of Australian regional mathematics and scie
APA, Harvard, Vancouver, ISO, and other styles
8

Braga, Maria Cecilia Bérgamo [UNESP]. "A interação professor-aluno em classe inclusiva: um estudo exploratório com criança autista." Universidade Estadual Paulista (UNESP), 2002. http://hdl.handle.net/11449/90362.

Full text
Abstract:
Made available in DSpace on 2014-06-11T19:24:36Z (GMT). No. of bitstreams: 0 Previous issue date: 2002-12-16Bitstream added on 2014-06-13T20:31:46Z : No. of bitstreams: 1 braga_mcb_me_mar.pdf: 290301 bytes, checksum: 5773bc3b4224718d7d7178ee5d7e776f (MD5)<br>O direito de acesso à escola, legitimado pela atual Política Nacional de Educação a todas as crianças, encontra resistências quando se refere a indivíduos com necessidades educacionais especiais. Este trabalho caracteriza a interação de uma única díade, professor - aluno portador de condutas típicas (autista de alto-funcionamento), em am
APA, Harvard, Vancouver, ISO, and other styles
9

Andersson, Sandra. "Teacher and student questions in the EFL classroom : A study of gender and interaction in three Swedish classes." Thesis, Karlstads universitet, Avdelningen för språk, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-14121.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Muramatsu, Yumika. "The Role of Native-Speaker Status and Cultural Background: A Multidimensional Case Study of Teacher-Student Interaction in English Composition Classes." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194149.

Full text
Abstract:
Previous nonnative-English-speaking teacher (NNEST) research has shown that nonnative speaker (NNS) students' attitudes towards NNESTs improve after exposure to them (Moussu, 2002). Past second language (L2) writing research has found that native speaker (NS) teachers interact with NS and NNS students differently (Thonus, 2002, 2004). Little has been investigated regarding NNESTs in mainstream composition courses that include both NS and NNS students. Also, most past NNEST attitude studies relied exclusively on perception data, without investigating whether or not the expressed perceptions
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Teacher-Student interaction in classe"

1

La violence dans la classe. 3rd ed. ESF, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Cangelosi, James S. Cooperation in the classroom: Students and teachers together. National Education Association, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Cangelosi, James S. Cooperation in the classroom: Students and teachers together. 2nd ed. NEA Professional Library, National Education Association, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Looking for home: A phenomenological study of home in the classroom. State University of New York Press, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Roncin, Charles. Bien vivre la classe: La classe dans une approche systémique. Presses universitaires de France, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Face au groupe-classe: Discours de professeurs. Harmattan, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Martin, Wilfred B. W. Student embarrassment. Publications Committee, Faculty of Education, Memorial University of Newfoundland, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Teacher-Student interaction in classe"

1

Gupta, Adit, and Priya Sharma. "An Assessment of the Learning Environment and Teacher Interpersonal Behaviour at the Teacher Education Level." In Effective Teaching Around the World. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_12.

Full text
Abstract:
AbstractThe Indian teacher education scenario has undergone numerous changes in the last few years especially with the shift to the two-year teacher preparation programmes. As a result of this change, both the teacher educators and the student teachers had to adapt to the modified curriculum, teaching methodologies and assessment process. This paper focuses on assessing student teachers’ perceptions about their classroom learning environments and teacher interpersonal behaviour. The study utilises the modified version of the What Is Happening In This Classroom (WIHIC) questionnaire and the Questionnaire on Teacher Interaction (QTI). The data was collected from 150 student teachers from a teacher education college studying in the third and fourth semester of the two-year B.Ed./B.Ed. Special Education programme. The results show that student teachers positively perceived their classroom learning environments. They expressed a lot of student cohesiveness, teacher support for the students, task orientation and involvement of students in the classroom activities. Students perceived an environment that promotes innovation, equity and a high level of cooperation. Results for teacher interpersonal behaviour show that student teachers perceived their teacher educators as good leaders who understand their needs. They are helpful and friendly and provided ample opportunities for students to express themselves freely. They also give responsibility to accomplish different tasks. The negative aspects of teacher interpersonal behaviour like uncertainty, admonishing and dissatisfied behaviour were given a low rating by the student teachers. They, however, felt that the teacher educators were strict in the class. Data analysis reveals that no significant associations exist between academic achievement and classroom learning environments and teacher interpersonal behaviour. Results also show that there were no significant gender differences in the learning environments. However, there were significant gender differences in the teacher interpersonal behaviour in favour of female student teachers. Also, no semester and programme based differences in the classroom learning environments and teacher interpersonal behaviour exist at the teacher education level.
APA, Harvard, Vancouver, ISO, and other styles
2

Zhao, Yanmin, Marc Kleinknecht, and James Ko. "Dialogic Interactions in Higher Vocational Learning Environments in Mainland China: Evidence Relating to the Effectiveness of Varied Teaching Strategies and Students’ Learning Engagement." In Effective Teaching Around the World. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_9.

Full text
Abstract:
AbstractThe study aims to explore students’ learning in the vocational classroom learning environment and the teaching practices of vocation-oriented subjects in Chinese higher vocational institutions. Based on sixty lesson observations, four selected videotaped lessons were used to conduct in-depth dialogic interaction analysis of teacher-led (the teacher to students), student-led (students to the teacher), students to students, and students to the course content according to ICALT and CETIT dimensions of effective teaching. Vocational collaborative learning and adaptive instructions were analysed through the in-class activities of the learning processes that students were engaged in within the classroom. Findings suggest that dialogic teaching in classrooms enhanced practical understanding in specialised vocational subjects and students’ learning engagement, for example, classroom practices such as small group teaching of vocational skills and lesson activities connected to work-related learning situations. The study also reveals that a built-in flexible teaching arrangement stimulates vocational students’ involvement in collaborative learning and promotes interactions between students’ classroom-based training activities. The study implies that effective dialogic classroom learning environments should integrate vocational students’ career learning and work-based instructions.
APA, Harvard, Vancouver, ISO, and other styles
3

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Mammino, Liliana. "Teacher-Student Interactions: The Roles of In-Class Written Questions." In Chemistry Education and Sustainability in the Global Age. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4860-6_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Faragher, Rhonda M. "Individual Student Characteristics, Abilities and Personal Qualities and the Teacher’s Role in Improving Mathematics Learning Outcomes." In The Evolution of Research on Teaching Mathematics. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31193-2_8.

Full text
Abstract:
AbstractTeachers of students in general mathematics classrooms accept and welcome the learners they are assigned to teach. The characteristics of students influence the planning teachers undertake, the learning activities they provide, and the learning outcomes achieved by their students as a result. This chapter explores the impact of student characteristics that are beyond the control of teachers, and yet are within their powers through their actions to make a considerable difference to the mathematics learning outcomes of their students. In recent times, two significant developments—the recognition of streaming as harmful and the recognition of inclusive education as beneficial—have changed the nature of general mathematics classrooms. In practice, these developments mean that teachers can expect to teach students across the breadth of human variation. Addressing an area of research focused on units of analysis that are not under the direct control of a teacher, this chapter explicitly relates to learners with intellectual disabilities, learning difficulties and learned difficulties in the context of mathematics education research. Intellectual disability and mathematics learning difficulties are learner qualities while learned difficulties are not; these are traits acquired through the course of education, such as mathematics anxiety. Two recent studies of the inclusion in general primary and secondary mathematics classes of students with Down syndrome provide data that is analysed through the lens of the framework of Manizade et al. (2019) and Medley (1987), and expanded in the first chapter of this volume. Type G (individual student traits) variables and their interaction with particularly Type B (Student mathematics learning activities) and A (Student mathematics learning outcomes) are studied. Through this analysis, it is clear that the mathematical experiences teachers plan for their students are adjusted in complex ways. Where teachers provided year-level adjusted mathematics curriculum, students were able to demonstrate learning outcomes aligned with the school year-level and often many years ahead of their deemed level of mathematics accomplishment. As a way out of low attainment, the possibilities of year-level adjusted curriculum is a critical aspect of mathematics education and an imperative of mathematics education research.
APA, Harvard, Vancouver, ISO, and other styles
8

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Jones, Keith, and Patricio Herbst. "Proof, Proving, and Teacher-Student Interaction: Theories and Contexts." In New ICMI Study Series. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2129-6_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Teacher-Student interaction in classe"

1

Gopinathan, Sreelakshmi. "ENHANCING STUDENT-TEACHER INTERACTION IN ONLINE CLASS: THE ROLE OF TEACHER AND VISUALISATION." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.2318.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Trif, Letitia. "PARTICULARITIES OF TEACHER-STUDENT INTERACTION FROM THE PERSPECTIVE OF LEARNING ENVIRONMENTS." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-051.

Full text
Abstract:
The contemporary society being an educational society, points out a number of aspects that require the elaboration of the educational policy directions and the reconfiguration of the educational paradigms, at the macro and micro level, starting from elements such as: the high degree of abstraction of some knowledge products; restructuring of the values system promoted by the society; accelerating the dynamics, the pace of changes; scientific, technical, cultura etc., general; the mobility of social life, the need to change tasks, roles and statuses, professions; the evolution of the labor mark
APA, Harvard, Vancouver, ISO, and other styles
3

Hao, Nguyen Anh. "How Teacher Questions Facilitate Student Learning in EFL Class." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.007.

Full text
Abstract:
Abstract Questioning is considered as one of the most dominant features in virtually every classroom discourse. This study aims at examining the types and functions of teacher questions that facilitate student learning in an EFL class in Vietnam. The classification of questions employed in the study follows the work proposed by Richards and Lockhart in 2007. Participants in the research were one teacher and 25 students in an English university class in Vietnam. The data was collected through classroom observation and audio recording. Both qualitative and quantitative content analysis were util
APA, Harvard, Vancouver, ISO, and other styles
4

Calduch, Isaac, Gabriel Hervas, Beatriz Jarauta Borrasca, and José Luís Medina. "University classroom interactive situation microanalysis: cognitive attunement and pedagogical interpretation." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8113.

Full text
Abstract:
This conference paper aims to elucidate the attuning processes between teacher knowledge and the learning moment of the students, in interactive situations within the university classroom, under a situated perspective and in real-time; specifically, in relation to the process of didactical interpretation. An episode performed by an expert teacher is analyzed; it took place in the Clinical Nursing subject of the nursing degree and was about the use of the physiological serum in certain situations. The analysis focuses on the interaction between the teacher and the students, adopting a research
APA, Harvard, Vancouver, ISO, and other styles
5

Ortega, Lorena. "The Elephant in the (Class)Room: Analyzing the Inclusion of Immigrant Students Within Teacher-Student Interaction Networks." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1571528.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Blagoveshchenskaya, Anastasia, Irina Ainoutdinova, Aida Nurutdinova, and Elena Dmitrieva. "THE RESEARCH OF THE STYLISTIC PECULIARITIES OF REPRESENTED SPEECH FOR BETTER TEACHER-STUDENT INTERACTION AT ENGLISH LITERATURE CLASSES." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1258.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Yang, Mengni, and Mengfei Liu. "Optimization strategy of interaction design for foreign language asynchronous online learning." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003151.

Full text
Abstract:
With the development of mobile communication technology and the outbreak of COVID-19, the much-anticipated online learning has ushered in a new growth peak. Among them, online language learning, a segmented field of online learning with a relatively long development, has a vast market scale and is expanding at a high growth rate. Nowadays, numerous participatory video websites offer high-quality foreign language online courses. Learners favor these courses because they can use the fragmented time for conducting asynchronous online learning regardless of space and time. However, foreign languag
APA, Harvard, Vancouver, ISO, and other styles
8

GURCOVA, Maria. "Individual and therapeutic approach with students with S.E.N. Establishing an active contact and involvement in interaction in curative-motor classes (kinetotherapy) with elements of psychology and special pedagogy." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v1.24-25-03-2023.p234-240.

Full text
Abstract:
In the program of the educational curriculum of Republic of Moldova a multidisciplinary team of specialists is working on an individual program of psycho-correctional assistance for each student in auxiliary school No. 6. Not only a speech therapist and a special teacher work with students with ASD, but also a kinetotherapist, with physical exercises, where tasks are set to develop motor skills (movements), coordination, balance, auditory attention and perception, speech activation through oral counting or appeals - requests, the development of interaction between children within the framework
APA, Harvard, Vancouver, ISO, and other styles
9

Nguyen, Uyen Tran Tu, Yen Hoang Pham, and Thanh Thanh To. "Factors Influencing Non-English Major Tertiary Students’ Engagement in Vietnamese EFL Classes: An Investigation." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.8.

Full text
Abstract:
Student engagement plays a vital role in their performance in in-class activities. The importance of student engagement in a foreign language class has been proved in many prior studies. Most of them have mainly focused on students' and teachers’ perceptions towards student engagement in learning English. However, the current paper quantitively analyzed factors affecting student engagement and its correlation between variables. There are two research questions: 1) What factors influence non-English major tertiary students in Vietnamese EFL class; and 2) To what extent do those factors correlat
APA, Harvard, Vancouver, ISO, and other styles
10

Istrate, Ana mihaela. "THE IMPACT OF THE VIRTUAL ASSISTANT (VA) ON LANGUAGE CLASSES." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-040.

Full text
Abstract:
One of the modern times challenges, related to technological developments is the possibility of connecting concepts, such as Artificial Intelligence or Machine Learning to the process of teaching foreign languages. Recent studies suggest that machine learning can be equipped with an intelligence, similar to the human one. More specifically, machines can be programmed, trained and developed for self-learning. This way, devices such as Google Home, Alexa or Siri, to mention only three of the most recent developments in the field of VA, can become a teacher's assistant during the language classes
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Teacher-Student interaction in classe"

1

Bassi, Marina, María Mercedes Mateo-Berganza Díaz, and Rae Lesser Blumberg. Under the "Cloak of Invisibility": Gender Bias in Teaching Practices and Learning Outcomes. Inter-American Development Bank, 2016. http://dx.doi.org/10.18235/0011737.

Full text
Abstract:
This paper analyzes gender bias in teaching in low-performing schools in Chile. To carry out the analyses, the authors used videotaped classes for fourth graders and coded 237 tapings. Results show a general (although not uniform) bias in teachers' actions that resulted in less attention to female students. Gender bias had an even greater effect in classrooms where the teachers had worse interactions with students. Results show that less effective teachers (according to the Classroom Assessment Scoring System, or CLASS) show a larger gender bias. Greater gender bias is also correlated with low
APA, Harvard, Vancouver, ISO, and other styles
2

Rashevska, Natalya V., Serhiy O. Semerikov, Natalya O. Zinonos, Viktoriia V. Tkachuk, and Mariya P. Shyshkina. Using augmented reality tools in the teaching of two-dimensional plane geometry. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4116.

Full text
Abstract:
One of the successful components of quality assimilation of educational material and its further use in the learning process is visualization of material in secondary education institutions. Visualizations need the subjects of the school course, which are the most difficult to understand and essentially do not have at the beginning of the study of widespread practical application, mostly mathematical objects. That is why this study aimed to analyze mobile tools that can be used to visualize teaching geometry. The object of the study is the process of teaching geometry in the middle classes of
APA, Harvard, Vancouver, ISO, and other styles
3

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

Full text
Abstract:
This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staige
APA, Harvard, Vancouver, ISO, and other styles
4

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

Full text
Abstract:
Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home langua
APA, Harvard, Vancouver, ISO, and other styles
5

Busso, Matías, and Samuel Berlinski. Challenges in Educational Reform: An Experiment on Active Learning in Mathematics. Inter-American Development Bank, 2015. http://dx.doi.org/10.18235/0011680.

Full text
Abstract:
This paper reports the results of an experiment with secondary school students designed to improve their ability to reason, argument, and communicate using mathematics. These goals are at the core of many educational reforms. A structured pedagogical intervention was created that fostered a more active role of students in the classroom. The intervention was implemented with high fidelity and was internally valid. Students in the control group learned significantly more than those who received treatment. A framework to interpret this result is provided in which learning is the result of student
APA, Harvard, Vancouver, ISO, and other styles
6

Lim, Delbert, Niken Rarasati, Florischa Ayu Tresnatri, and Arjuni Rahmi Barasa. Learning Loss or Learning Gain? A Potential Silver Lining to School Closures in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/041.

Full text
Abstract:
Indonesian students have lagged behind their global peers since before the COVID-19 pandemic. Given the risk of significant loss and permanence of the phenomenon in low- and middle-income countries, along with the particularly lengthy period of school closure in Indonesia, this paper aims to give an insight into the discussion on student learning progress during school closures. We will present the impact of the closures on primary school students’ achievement in Bukittinggi, the third-largest city on the island of Sumatra and a highly urbanised area. The city has consistently performed well i
APA, Harvard, Vancouver, ISO, and other styles
7

Kharchenko, Yuliya V., Olena M. Babenko, and Arnold E. Kiv. Using Blippar to create augmented reality in chemistry education. CEUR Workshop Proceedings, 2021. http://dx.doi.org/10.31812/123456789/4630.

Full text
Abstract:
This paper presents an analysis of the possibilities and advantages of augmented reality technologies and their implementation in training of future Chemistry and Biology teachers. The study revealed that the use of augmented reality technologies in education creates a number of advantages, such as: visualization of educational material; interesting and attractive learning process; increasing student motivation to study and others. Several augmented reality applications were analyzed. The Blippar app has been determined to have great benefits: it’s free; the interface is simple and user-friend
APA, Harvard, Vancouver, ISO, and other styles
8

Pinchuk, Olga P., Oleksandra M. Sokolyuk, Oleksandr Yu Burov, and Mariya P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3243.

Full text
Abstract:
Peculiar features of digital environment include: integration of ICTs; use of local and global networks and resources; support and development of qualitatively new technologies of information processing; active use of modern means, methods and forms of teaching in the educational process. The organization of activities in terms of digital learning environment provides appropriate changes in the interaction between subjects of the educational process. Today, means and technologies of the information and communication networks (ICNs), in particular the Internet, which custom and operational-proc
APA, Harvard, Vancouver, ISO, and other styles
9

Pinchuk, O. P., O. M. Sokolyuk, O. Yu Burov, and M. P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. CEUR Workshop Proceedings, 2019. http://dx.doi.org/10.33407/lib.naes.717007.

Full text
Abstract:
Peculiar features of digital environment include: integration of ICTs; use of local and global networks and resources; support and development of qualitatively new technologies of information processing; active use of modern means, methods and forms of teaching in the educational process. The organization of activities in terms of digital learning environment provides appropriate changes in the interaction between subjects of the educational process. Today, means and technologies of the information and communication networks (ICNs), in particular the Internet, which custom and operational-proc
APA, Harvard, Vancouver, ISO, and other styles
10

Tokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha, and Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3242.

Full text
Abstract:
Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that confirms the positive effects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instru
APA, Harvard, Vancouver, ISO, and other styles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography