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Artykuły w czasopismach na temat "Teacher-Student interaction in classe"
Putri, Stephanie Priyanto, Hendi Pratama i 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, nr 2 (27.10.2023): 201–24. http://dx.doi.org/10.24167/celt.v23i2.10524.
Pełny tekst źródłaNavaz, 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, nr 2 (28.02.2021): 174–96. http://dx.doi.org/10.26803/ijlter.20.2.10.
Pełny tekst źródłaSari, 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, nr 2 (30.11.2018): 149. http://dx.doi.org/10.24036/komposisi.v19i2.10037.
Pełny tekst źródłaWang, Xiaozhuan, Aminuddin Bin Hassan, How Shwu Pyng i 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, nr 2 (28.02.2022): 380–96. http://dx.doi.org/10.26803/ijlter.21.2.21.
Pełny tekst źródłaSri Rahayuni, Ni Ketut. "TEACHING STRATEGIES FOR MULTICULTURAL STUDENTS AT BIPAS, UDAYANA UNIVERSITY". Lingual: Journal of Language and Culture 4, nr 2 (21.11.2017): 51. http://dx.doi.org/10.24843/ljlc.2017.v04.i02.p08.
Pełny tekst źródłaRiyanto, Mad. "Building Student Teacher Interaction Pattern in EFL-CLT Classroom". Journal of English Teaching, Literature, and Applied Linguistics 2, nr 2 (31.08.2018): 76. http://dx.doi.org/10.30587/jetlal.v2i2.2465.
Pełny tekst źródłaSari, Fatimah Mulya. "Patterns of Teaching-Learning Interaction in the EFL Classroom". TEKNOSASTIK 16, nr 2 (6.04.2019): 41. http://dx.doi.org/10.33365/ts.v16i2.139.
Pełny tekst źródłaIndra Sudrajat. "OVERCROWDED CLASSROOMS IN THE ANALYSIS OF TEACHER-STUDENTS INTERACTION". JELA (Journal of English Language Teaching, Literature and Applied Linguistics) 3, nr 2 (30.10.2021): 74–88. http://dx.doi.org/10.37742/jela.v3i2.60.
Pełny tekst źródłaJeong, 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, nr 24 (31.12.2023): 825–40. http://dx.doi.org/10.22251/jlcci.2023.23.24.825.
Pełny tekst źródłaLi, Wenjia. "How does Gender Affect Teacher-Student Interaction: A Case Study in China’s EFL Classes". Journal of Education, Humanities and Social Sciences 8 (7.02.2023): 2134–40. http://dx.doi.org/10.54097/ehss.v8i.4659.
Pełny tekst źródłaRozprawy doktorskie na temat "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.
Pełny tekst źródłaCoulstock, 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.
Pełny tekst źródłaKijkosol, 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.
Pełny tekst źródłaHedderwick, 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.
Pełny tekst źródłaKijkosol, 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.
Pełny tekst źródłaAlso, 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.
Pełny tekst źródłaBanca: 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.
Pełny tekst źródłaThe 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.
Pełny tekst źródłaO 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.
Pełny tekst źródłaMuramatsu, 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.
Pełny tekst źródłaKsiążki na temat "Teacher-Student interaction in classe"
La violence dans la classe. Wyd. 3. Paris: ESF, 1993.
Znajdź pełny tekst źródłaCangelosi, James S. Cooperation in the classroom: Students and teachers together. Washington, D.C: National Education Association, 1986.
Znajdź pełny tekst źródłaCangelosi, James S. Cooperation in the classroom: Students and teachers together. Wyd. 2. Washington, D.C: NEA Professional Library, National Education Association, 1990.
Znajdź pełny tekst źródłaLooking for home: A phenomenological study of home in the classroom. Albany: State University of New York Press, 1994.
Znajdź pełny tekst źródłaRoncin, Charles. Bien vivre la classe: La classe dans une approche systémique. Paris: Presses universitaires de France, 1995.
Znajdź pełny tekst źródłaClassroom power relations: Understanding student-teacher interaction. Mahwah, N.J: Lawrence Erlbaum Associates, 1997.
Znajdź pełny tekst źródłaStudent-teacher interaction in online learning environments. Hershey, PA: Information Science Reference, 2015.
Znajdź pełny tekst źródłaFace au groupe-classe: Discours de professeurs. Paris: Harmattan, 2005.
Znajdź pełny tekst źródłaMadhu Bala. Classroom interaction: Learning behaviour and achievement. Delhi: S.S. Publishers, 1995.
Znajdź pełny tekst źródłaMartin, Wilfred B. W. Student embarrassment. St. John's: Publications Committee, Faculty of Education, Memorial University of Newfoundland, 1985.
Znajdź pełny tekst źródłaCzęści książek na temat "Teacher-Student interaction in classe"
Gupta, Adit, i Priya Sharma. "An Assessment of the Learning Environment and Teacher Interpersonal Behaviour at the Teacher Education Level". W Effective Teaching Around the World, 257–81. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_12.
Pełny tekst źródłaZhao, Yanmin, Marc Kleinknecht i 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". W Effective Teaching Around the World, 207–24. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_9.
Pełny tekst źródłaEnglehart, Joshua M. "Teacher–Student Interaction". W 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.
Pełny tekst źródłaMammino, Liliana. "Teacher-Student Interactions: The Roles of In-Class Written Questions". W 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.
Pełny tekst źródłaMendoza, Sonia, Manuel Hernández-León, Luis Martín Sánchez-Adame, José Rodríguez, Dominique Decouchant i Amilcar Meneses-Viveros. "Supporting Student-Teacher Interaction Through a Chatbot". W 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.
Pełny tekst źródłaElleman, Nicholas, i Nicholas Caporusso. "A Platform for Tracking Teacher-Student Interaction". W 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.
Pełny tekst źródłaFaragher, Rhonda M. "Individual Student Characteristics, Abilities and Personal Qualities and the Teacher’s Role in Improving Mathematics Learning Outcomes". W 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.
Pełny tekst źródłaGenerosi, Andrea, Silvia Ceccacci, Ilaria D’Angelo, Noemi Del Bianco, Gianluca Cimini, Maura Mengoni i Catia Giaconi. "Emotion Analysis Platform to Investigate Student-Teacher Interaction". W 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.
Pełny tekst źródłaPahomov, Larissa. "Remote Learning and the Democratization of the Student-Teacher Relationship". W Learning Technologies and User Interaction, 192–209. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003089704-14.
Pełny tekst źródłaJones, Keith, i Patricio Herbst. "Proof, Proving, and Teacher-Student Interaction: Theories and Contexts". W New ICMI Study Series, 261–77. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2129-6_11.
Pełny tekst źródłaStreszczenia konferencji na temat "Teacher-Student interaction in classe"
Gopinathan, Sreelakshmi. "ENHANCING STUDENT-TEACHER INTERACTION IN ONLINE CLASS: THE ROLE OF TEACHER AND VISUALISATION". W 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.2318.
Pełny tekst źródłaTrif, Letitia. "PARTICULARITIES OF TEACHER-STUDENT INTERACTION FROM THE PERSPECTIVE OF LEARNING ENVIRONMENTS". W eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-051.
Pełny tekst źródłaHao, Nguyen Anh. "How Teacher Questions Facilitate Student Learning in EFL Class". W 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.007.
Pełny tekst źródłaCalduch, Isaac, Gabriel Hervas, Beatriz Jarauta Borrasca i José Luís Medina. "University classroom interactive situation microanalysis: cognitive attunement and pedagogical interpretation". W Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8113.
Pełny tekst źródłaOrtega, Lorena. "The Elephant in the (Class)Room: Analyzing the Inclusion of Immigrant Students Within Teacher-Student Interaction Networks". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1571528.
Pełny tekst źródłaBlagoveshchenskaya, Anastasia, Irina Ainoutdinova, Aida Nurutdinova i Elena Dmitrieva. "THE RESEARCH OF THE STYLISTIC PECULIARITIES OF REPRESENTED SPEECH FOR BETTER TEACHER-STUDENT INTERACTION AT ENGLISH LITERATURE CLASSES". W 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1258.
Pełny tekst źródłaYang, Mengni, i Mengfei Liu. "Optimization strategy of interaction design for foreign language asynchronous online learning". W 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003151.
Pełny tekst źródłaGURCOVA, 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". W 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.
Pełny tekst źródłaNguyen, Uyen Tran Tu, Yen Hoang Pham i Thanh Thanh To. "Factors Influencing Non-English Major Tertiary Students’ Engagement in Vietnamese EFL Classes: An Investigation". W The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.8.
Pełny tekst źródłaIstrate, Ana mihaela. "THE IMPACT OF THE VIRTUAL ASSISTANT (VA) ON LANGUAGE CLASSES". W eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-040.
Pełny tekst źródłaRaporty organizacyjne na temat "Teacher-Student interaction in classe"
Bassi, Marina, María Mercedes Mateo-Berganza Díaz i Rae Lesser Blumberg. Under the "Cloak of Invisibility": Gender Bias in Teaching Practices and Learning Outcomes. Inter-American Development Bank, maj 2016. http://dx.doi.org/10.18235/0011737.
Pełny tekst źródłaRashevska, Natalya V., Serhiy O. Semerikov, Natalya O. Zinonos, Viktoriia V. Tkachuk i Mariya P. Shyshkina. Using augmented reality tools in the teaching of two-dimensional plane geometry. [б. в.], listopad 2020. http://dx.doi.org/10.31812/123456789/4116.
Pełny tekst źródłaDeJaeghere, Joan, Bich-Hang Duong i 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), styczeń 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.
Pełny tekst źródłaCilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor i 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), styczeń 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.
Pełny tekst źródłaBusso, Matías, i Samuel Berlinski. Challenges in Educational Reform: An Experiment on Active Learning in Mathematics. Inter-American Development Bank, marzec 2015. http://dx.doi.org/10.18235/0011680.
Pełny tekst źródłaLim, Delbert, Niken Rarasati, Florischa Ayu Tresnatri i Arjuni Rahmi Barasa. Learning Loss or Learning Gain? A Potential Silver Lining to School Closures in Indonesia. Research on Improving Systems of Education (RISE), kwiecień 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/041.
Pełny tekst źródłaKharchenko, Yuliya V., Olena M. Babenko i Arnold E. Kiv. Using Blippar to create augmented reality in chemistry education. CEUR Workshop Proceedings, lipiec 2021. http://dx.doi.org/10.31812/123456789/4630.
Pełny tekst źródłaPinchuk, Olga P., Oleksandra M. Sokolyuk, Oleksandr Yu Burov i Mariya P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. [б. в.], wrzesień 2019. http://dx.doi.org/10.31812/123456789/3243.
Pełny tekst źródłaPinchuk, O. P., O. M. Sokolyuk, O. Yu Burov i 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.
Pełny tekst źródłaTokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha i Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], wrzesień 2019. http://dx.doi.org/10.31812/123456789/3242.
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