Littérature scientifique sur le sujet « Teacher-Student interaction in classe »
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Articles de revues sur le sujet "Teacher-Student interaction in classe"
Putri, Stephanie Priyanto, Hendi Pratama et 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 (27 octobre 2023) : 201–24. http://dx.doi.org/10.24167/celt.v23i2.10524.
Texte intégralNavaz, 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 (28 février 2021) : 174–96. http://dx.doi.org/10.26803/ijlter.20.2.10.
Texte intégralSari, 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 (30 novembre 2018) : 149. http://dx.doi.org/10.24036/komposisi.v19i2.10037.
Texte intégralWang, Xiaozhuan, Aminuddin Bin Hassan, How Shwu Pyng et 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 (28 février 2022) : 380–96. http://dx.doi.org/10.26803/ijlter.21.2.21.
Texte intégralSri Rahayuni, Ni Ketut. « TEACHING STRATEGIES FOR MULTICULTURAL STUDENTS AT BIPAS, UDAYANA UNIVERSITY ». Lingual : Journal of Language and Culture 4, no 2 (21 novembre 2017) : 51. http://dx.doi.org/10.24843/ljlc.2017.v04.i02.p08.
Texte intégralRiyanto, Mad. « Building Student Teacher Interaction Pattern in EFL-CLT Classroom ». Journal of English Teaching, Literature, and Applied Linguistics 2, no 2 (31 août 2018) : 76. http://dx.doi.org/10.30587/jetlal.v2i2.2465.
Texte intégralSari, Fatimah Mulya. « Patterns of Teaching-Learning Interaction in the EFL Classroom ». TEKNOSASTIK 16, no 2 (6 avril 2019) : 41. http://dx.doi.org/10.33365/ts.v16i2.139.
Texte intégralIndra Sudrajat. « OVERCROWDED CLASSROOMS IN THE ANALYSIS OF TEACHER-STUDENTS INTERACTION ». JELA (Journal of English Language Teaching, Literature and Applied Linguistics) 3, no 2 (30 octobre 2021) : 74–88. http://dx.doi.org/10.37742/jela.v3i2.60.
Texte intégralJeong, 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 (31 décembre 2023) : 825–40. http://dx.doi.org/10.22251/jlcci.2023.23.24.825.
Texte intégralLi, Wenjia. « How does Gender Affect Teacher-Student Interaction : A Case Study in China’s EFL Classes ». Journal of Education, Humanities and Social Sciences 8 (7 février 2023) : 2134–40. http://dx.doi.org/10.54097/ehss.v8i.4659.
Texte intégralThèses sur le sujet "Teacher-Student interaction in classe"
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.
Texte intégralCoulstock, 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.
Texte intégralKijkosol, 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.
Texte intégralHedderwick, 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.
Texte intégralKijkosol, 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.
Texte intégralAlso, students preferred a biology laboratory environment with higher levels on the scales of Open-Endedness, Integration, Rule Clarity, and Material Environment but not Student Cohesiveness. Some commonality between the QTI and the SLEI scales was found in their contributions to the variance in student attitudes to biology classes. So now the QTI and the SLEI can be used by biology teachers and other science teachers in secondary schools who wish to improve science teaching and learning in Thailand.
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.
Texte intégralBanca: Sadao Omote
Banca: Júlio Romero Ferreira
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 apresentou características facilitadoras de interação, levando a professora a dirigir-lhe preferencialmente contatos orientados para a tarefa, além de realizar adaptações curriculares às suas necessidades específicas, assistematicamente. O aluno autista estabeleceu uma dinâmica relacional pautada pela busca de atenção exclusiva da professora, alternando para tanto, artifícios adequados ou não ao momento em que ocorriam. Ambos professora e aluno mostraram-se suscetíveis a alterações de humor segundo acontecimentos familiares e escolares. No entanto, o sujeito autista mostrou-se mais agitado quando as atividades não lhe estavam adaptadas e ainda quando da falta de atenção da professora sobre suas solicitações. Ocorreram, portanto, situações interativas que adquiriram funções educacionais além de terapêuticas, para o sujeito em estudo.
Abstract: The right of access to school, legitimized by the present National Politics of Education to all kids, finds resistance when it comes to individuals with special educational needs. This paper characterizes the interaction of one only couple, teacher - high functioning autistic child, in a regular inclusive atmosphere, trying to contribute with information about the handling with the diversity in the classroom. The study concluded that the subject presented characteristics that made the interaction easy, leading the teacher to give him oriented contacts to the task, besides realizing curriculum adaptations to his specific needs. The autistic student established a relational dynamic based on the search for the exclusive attention from the teacher, alternating for that adequate with non-adequate means to the moment in which they occurred. Both teacher and student were sensitive to changes in mood according to school and family happenings. However, the subject was more agitated when the activities weren't adapted and when there was lack of attention from the teacher in relation to what he wanted. The atmosphere presented positive aspects to a possible development of the subject's social and academic abilities: high level of responses to his approaches, similarities in the teacher's standard of responses to the autistic child and the other non-autistic students, as well as high level of participation of the subject in complementary contacts. Therefore, there were interactive situations that got educational and therapeutic functions to the subject being focused.
Mestre
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.
Texte intégralThe value of this research has been enhanced in that the results have been used as a teaching feedback tool for participants involved in the study to examine, reflect and improve on their teaching practice. The research is a real world, authentic example of one instance where results from the study were used immediately on a local scale by participants. A unique feature of the outcomes from this project is that the teacher appears to play a greater role in determining the classroom climate than does the homogeneous or heterogenous grouping of students within a subject.
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.
Texte intégralO 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 apresentou características facilitadoras de interação, levando a professora a dirigir-lhe preferencialmente contatos orientados para a tarefa, além de realizar adaptações curriculares às suas necessidades específicas, assistematicamente. O aluno autista estabeleceu uma dinâmica relacional pautada pela busca de atenção exclusiva da professora, alternando para tanto, artifícios adequados ou não ao momento em que ocorriam. Ambos professora e aluno mostraram-se suscetíveis a alterações de humor segundo acontecimentos familiares e escolares. No entanto, o sujeito autista mostrou-se mais agitado quando as atividades não lhe estavam adaptadas e ainda quando da falta de atenção da professora sobre suas solicitações. Ocorreram, portanto, situações interativas que adquiriram funções educacionais além de terapêuticas, para o sujeito em estudo.
The right of access to school, legitimized by the present National Politics of Education to all kids, finds resistance when it comes to individuals with special educational needs. This paper characterizes the interaction of one only couple, teacher - high functioning autistic child, in a regular inclusive atmosphere, trying to contribute with information about the handling with the diversity in the classroom. The study concluded that the subject presented characteristics that made the interaction easy, leading the teacher to give him oriented contacts to the task, besides realizing curriculum adaptations to his specific needs. The autistic student established a relational dynamic based on the search for the exclusive attention from the teacher, alternating for that adequate with non-adequate means to the moment in which they occurred. Both teacher and student were sensitive to changes in mood according to school and family happenings. However, the subject was more agitated when the activities weren't adapted and when there was lack of attention from the teacher in relation to what he wanted. The atmosphere presented positive aspects to a possible development of the subject's social and academic abilities: high level of responses to his approaches, similarities in the teacher's standard of responses to the autistic child and the other non-autistic students, as well as high level of participation of the subject in complementary contacts. Therefore, there were interactive situations that got educational and therapeutic functions to the subject being focused.
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.
Texte intégralMuramatsu, 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.
Texte intégralLivres sur le sujet "Teacher-Student interaction in classe"
La violence dans la classe. 3e éd. Paris : ESF, 1993.
Trouver le texte intégralCangelosi, James S. Cooperation in the classroom : Students and teachers together. Washington, D.C : National Education Association, 1986.
Trouver le texte intégralCangelosi, James S. Cooperation in the classroom : Students and teachers together. 2e éd. Washington, D.C : NEA Professional Library, National Education Association, 1990.
Trouver le texte intégralSinclaire, Carollyne. Looking for home : A phenomenological study of home in the classroom. Albany : State University of New York Press, 1994.
Trouver le texte intégralRoncin, Charles. Bien vivre la classe : La classe dans une approche systémique. Paris : Presses universitaires de France, 1995.
Trouver le texte intégralClassroom power relations : Understanding student-teacher interaction. Mahwah, N.J : Lawrence Erlbaum Associates, 1997.
Trouver le texte intégralStudent-teacher interaction in online learning environments. Hershey, PA : Information Science Reference, 2015.
Trouver le texte intégralYelnik, Catherine. Face au groupe-classe : Discours de professeurs. Paris : Harmattan, 2005.
Trouver le texte intégralMadhu Bala. Classroom interaction : Learning behaviour and achievement. Delhi : S.S. Publishers, 1995.
Trouver le texte intégralMartin, Wilfred B. W. Student embarrassment. St. John's : Publications Committee, Faculty of Education, Memorial University of Newfoundland, 1985.
Trouver le texte intégralChapitres de livres sur le sujet "Teacher-Student interaction in classe"
Gupta, Adit, et Priya Sharma. « An Assessment of the Learning Environment and Teacher Interpersonal Behaviour at the Teacher Education Level ». Dans Effective Teaching Around the World, 257–81. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_12.
Texte intégralZhao, Yanmin, Marc Kleinknecht et 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 ». Dans Effective Teaching Around the World, 207–24. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_9.
Texte intégralEnglehart, Joshua M. « Teacher–Student Interaction ». Dans International Handbook of Research on Teachers and Teaching, 711–22. Boston, MA : Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-73317-3_44.
Texte intégralMammino, Liliana. « Teacher-Student Interactions : The Roles of In-Class Written Questions ». Dans Chemistry Education and Sustainability in the Global Age, 35–47. Dordrecht : Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4860-6_4.
Texte intégralMendoza, Sonia, Manuel Hernández-León, Luis Martín Sánchez-Adame, José Rodríguez, Dominique Decouchant et Amilcar Meneses-Viveros. « Supporting Student-Teacher Interaction Through a Chatbot ». Dans Learning and Collaboration Technologies. Human and Technology Ecosystems, 93–107. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50506-6_8.
Texte intégralElleman, Nicholas, et Nicholas Caporusso. « A Platform for Tracking Teacher-Student Interaction ». Dans Advances in Intelligent Systems and Computing, 3–9. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50896-8_1.
Texte intégralFaragher, Rhonda M. « Individual Student Characteristics, Abilities and Personal Qualities and the Teacher’s Role in Improving Mathematics Learning Outcomes ». Dans The Evolution of Research on Teaching Mathematics, 227–53. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31193-2_8.
Texte intégralGenerosi, Andrea, Silvia Ceccacci, Ilaria D’Angelo, Noemi Del Bianco, Gianluca Cimini, Maura Mengoni et Catia Giaconi. « Emotion Analysis Platform to Investigate Student-Teacher Interaction ». Dans Universal Access in Human-Computer Interaction. User and Context Diversity, 35–48. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05039-8_3.
Texte intégralPahomov, Larissa. « Remote Learning and the Democratization of the Student-Teacher Relationship ». Dans Learning Technologies and User Interaction, 192–209. New York : Routledge, 2021. http://dx.doi.org/10.4324/9781003089704-14.
Texte intégralJones, Keith, et Patricio Herbst. « Proof, Proving, and Teacher-Student Interaction : Theories and Contexts ». Dans New ICMI Study Series, 261–77. Dordrecht : Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2129-6_11.
Texte intégralActes de conférences sur le sujet "Teacher-Student interaction in classe"
Gopinathan, Sreelakshmi. « ENHANCING STUDENT-TEACHER INTERACTION IN ONLINE CLASS : THE ROLE OF TEACHER AND VISUALISATION ». Dans 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.2318.
Texte intégralTrif, Letitia. « PARTICULARITIES OF TEACHER-STUDENT INTERACTION FROM THE PERSPECTIVE OF LEARNING ENVIRONMENTS ». Dans eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-051.
Texte intégralHao, Nguyen Anh. « How Teacher Questions Facilitate Student Learning in EFL Class ». Dans 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.007.
Texte intégralCalduch, Isaac, Gabriel Hervas, Beatriz Jarauta Borrasca et José Luís Medina. « University classroom interactive situation microanalysis : cognitive attunement and pedagogical interpretation ». Dans Fourth International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8113.
Texte intégralOrtega, Lorena. « The Elephant in the (Class)Room : Analyzing the Inclusion of Immigrant Students Within Teacher-Student Interaction Networks ». Dans 2020 AERA Annual Meeting. Washington DC : AERA, 2020. http://dx.doi.org/10.3102/1571528.
Texte intégralBlagoveshchenskaya, Anastasia, Irina Ainoutdinova, Aida Nurutdinova et Elena Dmitrieva. « THE RESEARCH OF THE STYLISTIC PECULIARITIES OF REPRESENTED SPEECH FOR BETTER TEACHER-STUDENT INTERACTION AT ENGLISH LITERATURE CLASSES ». Dans 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1258.
Texte intégralYang, Mengni, et Mengfei Liu. « Optimization strategy of interaction design for foreign language asynchronous online learning ». Dans 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003151.
Texte intégralGURCOVA, 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 ». Dans 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.
Texte intégralNguyen, Uyen Tran Tu, Yen Hoang Pham et Thanh Thanh To. « Factors Influencing Non-English Major Tertiary Students’ Engagement in Vietnamese EFL Classes : An Investigation ». Dans The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.8.
Texte intégralIstrate, Ana mihaela. « THE IMPACT OF THE VIRTUAL ASSISTANT (VA) ON LANGUAGE CLASSES ». Dans eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-040.
Texte intégralRapports d'organisations sur le sujet "Teacher-Student interaction in classe"
Bassi, Marina, María Mercedes Mateo-Berganza Díaz et Rae Lesser Blumberg. Under the "Cloak of Invisibility" : Gender Bias in Teaching Practices and Learning Outcomes. Inter-American Development Bank, mai 2016. http://dx.doi.org/10.18235/0011737.
Texte intégralRashevska, Natalya V., Serhiy O. Semerikov, Natalya O. Zinonos, Viktoriia V. Tkachuk et Mariya P. Shyshkina. Using augmented reality tools in the teaching of two-dimensional plane geometry. [б. в.], novembre 2020. http://dx.doi.org/10.31812/123456789/4116.
Texte intégralDeJaeghere, Joan, Bich-Hang Duong et 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), janvier 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.
Texte intégralCilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor et 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), janvier 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.
Texte intégralBusso, Matías, et Samuel Berlinski. Challenges in Educational Reform : An Experiment on Active Learning in Mathematics. Inter-American Development Bank, mars 2015. http://dx.doi.org/10.18235/0011680.
Texte intégralLim, Delbert, Niken Rarasati, Florischa Ayu Tresnatri et Arjuni Rahmi Barasa. Learning Loss or Learning Gain ? A Potential Silver Lining to School Closures in Indonesia. Research on Improving Systems of Education (RISE), avril 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/041.
Texte intégralKharchenko, Yuliya V., Olena M. Babenko et Arnold E. Kiv. Using Blippar to create augmented reality in chemistry education. CEUR Workshop Proceedings, juillet 2021. http://dx.doi.org/10.31812/123456789/4630.
Texte intégralPinchuk, Olga P., Oleksandra M. Sokolyuk, Oleksandr Yu Burov et Mariya P. Shyshkina. Digital transformation of learning environment : aspect of cognitive activity of students. [б. в.], septembre 2019. http://dx.doi.org/10.31812/123456789/3243.
Texte intégralPinchuk, O. P., O. M. Sokolyuk, O. Yu Burov et 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.
Texte intégralTokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha et Vladimir N. Soloviev. Educational digital games : models and implementation. [б. в.], septembre 2019. http://dx.doi.org/10.31812/123456789/3242.
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