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Дисертації з теми "Interaction analysis in education"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 29 липня 2024

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1

Thekiso, Maria Monki. "Learner and educator interaction in multicultural schools." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-12182006-170400/.

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Анотація:

Thesis (M.Phil. (Education for Community Development)) -- University of Pretoria, 2005.
Summaries at end of chapters. Includes bibliographical references. Available on the Internet via the World Wide Web.

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2

Credle, Gayna Stevens. "Student interaction patterns in electronic conference systems." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3036586.

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3

Pang, Po-yee Patricia, and 彭寶儀. "Institutional talk: question-answer sequencesin classroom interaction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B26839568.

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4

McRae, Vicki. "Output, input and interaction in formal/informal teacher interactions and in NS, NNS children's interactions." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26884.

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Анотація:

Output, input and interaction are examined in this study for a native English speaking (NS) teacher and for native and non-native English speaking (NS, NNS) young children in two situations in the classroom, child organized and teacher organized. Video tapes and transcripts of fourteen samples of interactions in teacher organized situations and fourteen samples of naturally occurring interactions in child organized situations, each limited to the first consecutive one hundred utterances, were analyzed. Output was assessed in terms of verbal participation - utterances and words. Input and interaction were assessed both for discourse features (twelve negotiating devices) and in terms of the situational structure of the contexts that existed during the interactions - their distance from the speaker and the action was assessed with measures of exophoric and anaphoric reference (twenty-four reference items). The results indicate: 1) that output or verbal participation varies for the teacher and the NS, NNS children with situation, 2) that discourse features, often used to assess input, vary in their use by the teacher and the children with the situational context, increase with verbal participation, and may not be useful measures of input, and 3) that the situational structure of the contexts that exist during teacher organized interactions and child organized interactions vary with situation - the distance of the language and the action from the speaker as well as the nature of the interaction. Individual variations amongst items, within and across groups are noted. It is concluded that: 1) output, input and interaction vary with situation, 2) data analyses concerning input and interaction are more meaningful if they are related to the output occurring in different situations, and 3) L2 researchers will benefit from moving beyond the analysis of discourse features as the sole predictors of input during interaction to examine other aspects of the interaction situation.
Education, Faculty of
Graduate

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5

SOUZA, ELIZABETH VARGES DE. "SPEAKING MY MIND: THE ANALYSIS OF INTERACTION IN DISTANCE EDUCATION FORUMS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=13946@1.

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Анотація:

PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
Em linhas gerais, e sob um ponto de vista mais amplo, esta pesquisa, que se baseia nos pressupostos teóricos da sociolingüística interacional e da abordagem desenvolvida por Kneser, Pilkington, e Treasure-Jones das análises das estruturas de troca, visa contribuir para uma maior compreensão das dificuldades de se estabelecer um bom relacionamento entre alunos e professores em ambientes de ensino/aprendizagem mediados por computador, assim como investigar o quanto este problema pode estar relacionado ao modus operandi do professor. Para tal procurouse investigar as ações da tutora - a forma como ela lidava com as expectativas e críticas dos alunos em relação à sua atuação, a maneira como reagiu aos atos de ameaça à sua face e, finalmente, até que ponto os princípios que regem a ação docente na EaD afetaram sua performance e, consequentemente, sua relação com os alunos. Um outro ponto que nos chama a atenção é que, aparentemente, os alunos parecem ter maior facilidade em se fazer uso da impolidez e ameaçar a face do professor em ambientes mediados pelo computador, já que, em uma situação em que não há o componente presencial, tanto a impolidez quanto os atos de ameaça à face parecem menos comprometedores. Portanto, esta pesquisa objetivou, através das análises das interações, contribuir para uma docência mais reflexiva, principalmente no que concerne aos papéis que espera-se que os professores desempenhem nos ambientes de ensino-aprendizagem on-line.
Seen from a broad point of view, this research, based on the theoretical frame of interactional sociolinguistics and the ESA (Exchange Structure Analysis) approach developed by Kneser, Pilkington and Tresure-Jones, aims at contributing to a growing understanding of the difficulties in establishing a good relationship between teachers and students in computer mediated environments, as well as investigating to what extent this problem is related to the teacher’s modus operandi. In order to do so, we sought to investigate the teacher’s actions - the way she dealt with the student’s criticism and expectations in relation to her performance, the way she reacted to face threats and, at last, to what extend the distance education principles affected her performance and, consequently, her relationship with the students. Another point that draws our attention is that, apparently, it seems easier for the students to make use of impoliteness and to threat the teacher’s face in computer mediated environments. Since there is no face to face interaction, both impoliteness and face threats seem to be less compromising. Therefore, this research intended, through the analysis of the interactions, to contribute to a more reflexive teaching, especially in what concerns the roles that teachers are supposed to perform in teaching and learning online contexts.

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6

Ho, Yee-wan Yvonne. "Repair in teacher-student interaction inside the classroom." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3685668X.

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7

Fink, Mark L. "Peer interaction in university-level distance education." Connect to Online Resource-OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1183500982.

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Анотація:

Dissertation (Ph.D.)--University of Toledo, 2007.
Typescript. "Submitted as partial fulfillment of the requirements for The Doctor of Philosophy in Curriculum and Instruction." Bibliography: leaves 118-135.

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8

Pretorius, Lizelle. "The nature of teacher-learner classroom interaction." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95955.

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Анотація:

Thesis (MEd)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Teacher-learner classroom interactions are beautiful yet intricate. This phenomenon forms part of the lifespan of most individuals and occurs every day in classrooms worldwide. As a beginner teacher I have personally experienced a vast array of classroom interactions which at times have left me speechless, upset or confused. However this particular study enabled me to view interaction from a different angle, as I had the privilege of observing interaction from an outside(r) perspective. In this study the aim is thus to provide its reader with greater insight and understanding of the nature of teacher-learner classroom interactions. It also sheds light on the core constituents of teacher-learner interactions and how these influence teaching and learning processes and eventually the teacher-learner relationship. Three main concepts that emerged from the onset of the study are pedagogy, power and affect which not only strongly emanated from the literature but eventually also from the research findings. A qualitative study was undertaken by means of a collective case study research design. Observation was conducted in two grade nine classrooms at two different schools. In both cases findings in eight categories emerged, namely power, teacher behaviour, pedagogy, teacher affect, communication, learner behaviour, human qualities and characteristics and relational aspects. The findings suggest that teachers develop Emotional Intelligence strategies not only to enhance relationship building or teacher-learner interactions but also to maintain a certain level of emotional well-being. Teachers should also aim to incorporate a critical pedagogy approach and learner empowerment in their teaching practice to prepare the contemporary adolescent for a rapidly changing modern society.
AFRIKAANSE OPSOMMING: Onderwyser-leerder interaksie is besonders maar kompleks. Die fenomeen vorm deel van die lewensduur van meeste individue en speel homself daagliks uit in klaskamers wêreldwyd. As ‘n beginner onderwyseres het ek eerstehandse ervaring van klaskamer interaksie. By tye, het interaksies met leerders my al sprakeloos, verward en ontsteld gelaat. Hierdie studie het my egter in staat gestel om interaksie vanuit ‘n ander oogpunt te beskou. Ek was bevoorreg genoeg om onderwyser-leerder klaskamer interaksie vanuit die perspektief van ‘n buitestaander te aanskou. Hierdie studie poog om die leser se kennis en begrip aangaande die aard van onderwyser-leerder klaskamer interaksie uit te brei. Dit werp ook lig op kern aspekte van dié interaksie en hoe dit onder meer onderrig- en leerprosesse, sowel as die onderwyser-leerder verhouding beïnvloed. Drie vername konsepte wat vanuit die literatuur spruit sluit in: pedagogie, mag en die affektiewe wat ook uiteindelik sterk na vore in die bevindinge kom. ‘n Kwalitatiewe studie is onderneem aan die hand van ‘n gesamentlike gevallestudie. Waarnemings is gemaak in twee graad nege klasse by twee verskillende skole. In albei gevalle het die data bevinindings in agt kategorieë gelewer, naamlik: mag, onderwyser gedrag, pedagogie, onderwyser affek, kommunikasie, leerder gedrag, menslike karaktereienskappe en verhoudings-aspekte. Vanuit die bevindinge word voorgestel dat onderwysers Emosionele Intelligensie strategieë ontwikkel. Hierdie strategieë kan onder meer bydra tot ‘n beter verhouding tussen onderwysers en leerders en onderwysers baat ten opsigte van hul persoonlike emosionele welstand. Daarbenewens, kan onderwysers hulself wend tot ‘n kritiese pedagogiese onderrigbenadering asook die bemagtiging van hul leerders om uiteindelik die kontemporêre adolessent vir die moderne samelewing voor te berei.

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9

Desai, Urvashi. "Student Interaction Network Analysis on Canvas LMS." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1588339724934746.

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10

Agostino, Andrew. "Qualitative analysis of mindful interaction and cognitive residue in pre-tertiary media education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ59218.pdf.

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11

Plum, Christopher Charles. "Interaction within Individualized Education Program meetings: Conversation analysis of a collective case study." ScholarWorks, 2009. http://scholarworks.waldenu.edu/hodgkinson/20.

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Анотація:

Current research provides little insight into interaction during Individual Education Program (IEP) meetings. This lack of insight may impede decision-making regarding student placement. This collective case study addressed that problem by analyzing interactions of participants in IEP meetings. Rooted in a conversation analytic (CA) theoretical framework, research questions centered on ways IEP teams interacted, oriented to identities, and ascribed to potential power asymmetries, with analysis focused on talk preceding a child's educational placement. Six hours of IEP meeting footage from 13 meetings distributed across 3 Detroit area charter schools were transcribed in CA Jeffersonian notation and analyzed using CA methodology. A major finding of the study was the social order governing the IEP based on preemptive student placement decisions and the maintenance of the social order by meeting participants. This work potentially impacts the way in which IEP stakeholders view their productivity and strategies for improving IEP protocol. Findings offer guidance as to how to alter the conduct of IEP meetings in order to equalize power asymmetries. The study contributes to the body of CA research through the expansion of methodological tools available for educational research.

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12

Wong, Chun-wai, and 王鎮偉. "Evaluating the quality of communication skills in classroommanagement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957511.

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13

Nakane, Ikuko. "SILENCE IN JAPANESE-AUSTRALIAN CLASSROOM INTERACTION: PERCEPTIONS AND PERFORMANCE." Thesis, The University of Sydney, 2003. http://hdl.handle.net/2123/568.

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This thesis examines silence as attributed to and performed by Japanese students in Australian university classrooms. It aims to elucidate processes in which silence can be used and created in intercultural communication in the classroom. The phenomenon of silence is approached from multiple perspectives. The data include interviews, a questionnaire and survey data, classroom observation and video-recorded classroom interactions. The data was collected in Australia and Japan. The Japanese data was included as part of sociocultural contexts where the Japanese students studying in Australia bring with them. The analysis draws on the frameworks of the ethnography of communication and conversation analysis. Micro- and macro- perspectives are combined to investigate how perceptions and performances interact to construct silence in the cross-cultural encounters in these classrooms. The thesis consists of four parts. The first part, Chapters 1-3, sets the theoretical background to the research. Chapter 1 describes how the research was conceived, and states the aims of the research. Chapter 2 reviews literature on silence, with specific attention to silence in Japanese communication and in classroom contexts. In Chapter 3 the methodological framework and design of this research is described. The second part, Chapter 4, examines how Japanese students� silence is perceived, both by themselves and their Australian teachers. The chapter is based on interviews with Japanese students in Australia, as well as findings from a questionnaire distributed to their lecturers. Japanese classroom practices as an aspect of the sociocultural background of Japanese students are also described. Finally, the third part, Chapters 5, 6, 7, compares actual silence and performance in the classroom with perceived silence. There are three case studies which make up a substantial part of the thesis and provide detailed analyses of classroom interactions, based on video-recordings, observations, and follow-up interviews with key participants. Chapter 8 synthesises the findings discussed in Chapters 4-7, and concludes with implications for teaching and learning in the multicultural university classroom.

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14

Nakane, Ikuko. "SILENCE IN JAPANESE-AUSTRALIAN CLASSROOM INTERACTION: PERCEPTIONS AND PERFORMANCE." University of Sydney. Linguistics, 2003. http://hdl.handle.net/2123/568.

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Анотація:

This thesis examines silence as attributed to and performed by Japanese students in Australian university classrooms. It aims to elucidate processes in which silence can be used and created in intercultural communication in the classroom. The phenomenon of silence is approached from multiple perspectives. The data include interviews, a questionnaire and survey data, classroom observation and video-recorded classroom interactions. The data was collected in Australia and Japan. The Japanese data was included as part of sociocultural contexts where the Japanese students studying in Australia bring with them. The analysis draws on the frameworks of the ethnography of communication and conversation analysis. Micro- and macro- perspectives are combined to investigate how perceptions and performances interact to construct silence in the cross-cultural encounters in these classrooms. The thesis consists of four parts. The first part, Chapters 1-3, sets the theoretical background to the research. Chapter 1 describes how the research was conceived, and states the aims of the research. Chapter 2 reviews literature on silence, with specific attention to silence in Japanese communication and in classroom contexts. In Chapter 3 the methodological framework and design of this research is described. The second part, Chapter 4, examines how Japanese students� silence is perceived, both by themselves and their Australian teachers. The chapter is based on interviews with Japanese students in Australia, as well as findings from a questionnaire distributed to their lecturers. Japanese classroom practices as an aspect of the sociocultural background of Japanese students are also described. Finally, the third part, Chapters 5, 6, 7, compares actual silence and performance in the classroom with perceived silence. There are three case studies which make up a substantial part of the thesis and provide detailed analyses of classroom interactions, based on video-recordings, observations, and follow-up interviews with key participants. Chapter 8 synthesises the findings discussed in Chapters 4-7, and concludes with implications for teaching and learning in the multicultural university classroom.

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15

Demott, Miles Lamar Whyte Alyson Isabel. "Writing conference interaction and scaffolding the possible and the actual /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/doctoral/DEMOTT_MILES_20.pdf.

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16

Purarjomandlangrudi, Afrooz. "Interaction and Engagement in Online Education: Impacts of Student Characteristics and Perceptions." Thesis, Griffith University, 2018. http://hdl.handle.net/10072/379572.

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Анотація:

Online learning has become a common method for providing learning at different levels of education. It uses a new form of technology in the field of education to improve classroom activities, overcome the limitations of traditional learning methods, and attract more learners around the world. Online learning has facilitated learning in many ways. It has made it more flexible and available than previous methods. Web-based learning provides students with more opportunities than traditional pedagogical learning to obtain information, gain increased access to different learning resources, and collaborate with others. In spite of the above mentioned benefits and the rapid growth of online education, being successful and persistence with this system is one of the important aspects of online learning settings, and it relies on a variety of factors. Investigating the reasons why students drop out of online education courses or programmes and the contributing factors is essential. One of the greatest issues in online learning systems, contributing to the failure of online education and student dropout, is a lack of interaction. In learning, interaction between students themselves, with the course content, and course instructors is important for conveying information, enhancing teaching quality, giving directions, and many more functions. Different factors that contribute to the online interaction and engagement of students have been explored in the literature. Generally, they are categorised in this study as individual and behavioural factors, and course design and administrative factors. Although previous studies have discussed factors influencing student online interaction and engagement, there is a lack of research investigating the dynamics of these relationships and discussing the impact of a comprehensive set of factors on student online interaction at the same time. This study seeks to fill this gap by employing causal loop diagrams (CLDs) to uncover the interrelationships between these contributing factors. Therefore, a rich qualitative data set was collected from an online course, and a thematic analysis was conducted. The results from the analysis of qualitative data generate a comprehensive CLD to propose a big picture of factors that impact on students’ online interaction and engagement and their causal relationships. Another aim of this research is to propose a conceptual framework that determines the factors contributing to the success of online learning systems. Individual behavioural traits, which are termed “students’ personal characteristics” and “students’ perceived course characteristics”, are investigated through a quantitative research approach. The first category involves a student’s self-regulated learning, communication competencies, and attitude toward online education, and the second category includes a student’s sense of presence, sense of identity, and sense of purpose regarding online interaction. A quantitative research approach was employed and the data for this research were collected by survey from 246 students from an Australian university doing online courses. Partial least squares (PLS) was then used as a method to test the research model and hypotheses. The results reveal that personal characteristics of self-regulated learning and communication competencies have a positive significant effect on students’ online engagement, and attitude towards online learning also has a significant impact on learners’ online interactions. The findings also show that perceived course characteristics, including a sense of identity, presence, and purpose, significantly influence students’ online interaction and engagement. The proposed model is used to determine the factors that may impact on a student’s online interaction and engagement in online learning courses. This research focuses on the experience of higher education entities applying online learning in their educational systems. The results of this study could be of potential benefit for both students and course instructors and provide a clearer and better understanding of how universities and higher education providers are responding to the emergence of online learning innovations. Another potential contribution of this research would be in confirming the ability to replicate the integrated research model of this study into other research contexts. It may provide a methodological contribution to the literature and proposes instruments that can improve online interaction and engagement in online learning systems.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Info & Comm Tech
Science, Environment, Engineering and Technology
Full Text

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17

Melander, Helen. "Trajectories of Learning : Embodied Interaction in Change." Doctoral thesis, Uppsala universitet, Pedagogiska institutionen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-100680.

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This dissertation is about learning as changing understanding in social and situated activities. It takes part in the development of a reconceptualization of learning initiated within participationist perspectives. Multiparty interaction in situated activities is a primordial site for the exploration of human action and cognition. Through the theoretical framework of Conversation Analysis (CA), a method for the analysis and description of trajectories of learning is proposed. Departing from a view of learning, interaction, and cognition as closely related, learning is argued as gradually changing understanding in situated activities. The empirical material consists of video recordings from an elementary school and pilot training. The recordings are analyzed using CA methods, including detailed attention to embodied features of interaction. The analyses focus the development of trajectories of learning through the participants’ orientations. The trajectories are based on topicalizations and co-constructions of contents of learning, where interactional organization and content are interrelated. Participants are shown to make relevant relations between past, present, and future actions and material settings, and their ways of aligning and resisting participation and change are explored. A framework for the analysis of learning as embodied interaction in change is developed. The dissertation shows the fruitfulness of CA work for the understanding of learning processes. The results underline the importance of including embodied action, as constitutive of the co-constructions of contents, into learning studies. The value of highlighting learning as co-construction and of anchoring the analyses in the participants’ orientations is underscored. The results further the understanding of how people learn, and of how they make relevant knowledge and experiences in activity. The understanding of learning and change as action, which can be initiated, aligned with and resisted, opens up for future developments within CA, where learning researchers might be able to describe more precisely how human learning is constituted.

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18

Roberts, Sherri. "Exercise leader interaction analysis of ACSM rehabilitative exercise specialist candidates." Thesis, Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/101462.

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Анотація:

Twenty subjects were audio and video taped during their exercise leadership examination. The tapes were used to code the interactions that occurred between the exercise leaders and the participants in the simulated cardiac rehabilitation exercise session using an interaction analysis system developed specifically for this physical activity setting group. The system identified interactions that could occur during the warm-up, stimulus, and cool-down phases of the session. The tapes were coded using the Datamyte 801 Observational Recorder. The phases of the sessions were coded individually. A frequency count was made as the interaction categories occurred. The frequencies were converted into rates of interaction (f•min⁻¹) for comparison. The mean rates of interaction were low for the phases and overall (warm-up= .38/min; stimulus= .59/min; cool-down= .29/min; total= .46/min). The individual subject's rates of interaction were all less than 1 interaction per minute (minimum= .28/min; maximum= .72/min). Related t-tests across category facets between phases showed the instruction and explanation facets in the warm-up phase differed significantly from the same facets in the stimulus phase. The compliance facet differed significantly in the stimulus phase from the compliance facet in the other two phases. The monitor facet in the stimulus phase differed significantly from the monitor facet in the cool-down phase. There was no significant differences across facets between the warm-up and cool-down phases. Higher rates of interaction occurred more frequently in the stimulus phase. The coding showed the differences in the interactions of the exercise leaders in the different phases in the simulated exercise session. The low rates of interaction suggest that the exercise leaders may have been reactive to the specific examination situation in which these data were collected.
M.S.

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19

Klitsie, Clara. "Teacher conversations : what happens when teachers talk." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020081.

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Анотація:

Teaching has a primary focus on engagement with students, but paradoxically, it can be experienced as lonely, private work, in classrooms behind closed doors, with an accompanying sense of deep disconnection from peers. When six experienced teachers sought to counteract this isolation, they formed a group which embarked on a shared journey of reflection and conversation, with the purpose of increasing selfknowledge, clarifying a sense of self as teacher, extending understanding of the selfhood of other teachers, and exposing the deeper sources of meaning underlying the vocation of teacher. This study sought to describe the information, opinions and beliefs which were exchanged among participants within the group and to describe the dynamics within the group. Furthermore, it sought to identify and describe the self-perceived impact of the experience of such a group, on the vocational vitality of each of the participants. Within an interpretivist epistemology a qualitative phenomenological research approach was adopted for the study. Data were obtained from two sources, consisting of transcripts of conversations from the meetings of a collaborative reflective group and from semi-structured individual interviews with group participants. These were analysed using an inductive approach with the aid of qualitative data analysis software: Atlas ti®. Findings from the study show that a high level of trust and a sense of safety were created through the use of guiding principles for meetings. Content chosen for reflective conversations and the general experience of meetings was perceived as providing a rare opportunity for participants to discover their selfhood as teachers. They reported that this understanding was further broadened by exposure to the selfhood of other teachers. Furthermore, members of the talk group reported that participation had resulted in a lowering of their sense of professional isolation and a renewal of vitality in their teaching. It is hoped that the findings from the study will inform an understanding of the experience of dialogue in a reflective, peer group where teachers focus on exploring together “who they are” as teachers. It provides valuable insights of the personal and professional transformations which can take place for teachers participating in conversations which focus on their inner landscape. Furthermore, the study has the potential to inform South African teacher professional development programmes with approaches which focus on teacher vocational renewal and vitality.

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20

England, Kathleen Mary. "Analysis of the instructional ecology in tutorial tennis settings /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487844948076664.

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21

Blodgett, Dina L. "The Effects of Implementing an Interactive Student Response System in a College Algebra Classroom." Fogler Library, University of Maine, 2006. http://www.library.umaine.edu/theses/pdf/BlodgettDL2006.pdf.

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22

Thummuri, Siddartha. "Interactive and dialogue based learning in engineering education." Diss., Rolla, Mo. : University of Missouri-Rolla, 2007. http://scholarsmine.umr.edu/thesis/pdf/Thummuri_09007dcc803cb5b8.pdf.

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Анотація:

Thesis (M.S.)--University of Missouri--Rolla, 2007.
Vita. The entire thesis text is included in file. Title from title screen of thesis/dissertation PDF file (viewed November 27, 2007) Includes bibliographical references.

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23

Ramsey, David S. "A Discourse Analysis of Interaction In Distance Education Courses: Dissonance Between Theory and Application?" Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1241020028.

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24

Parnass, Jodi. "The emergence of group interaction in early childhood." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22615.

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The current study was designed to examine sex differences in group interaction in early childhood. Seven classes of four-year old children and six classes of five-year-old participated as subjects. Thirteen playgroups of 6 girls and 6 boys each were formed. Analyses of the girls' and boys' interactions showed that there was a marginally significant trend for girls to engage in more Simultaneous Group Interaction than boys. Analyses of a second measure, Coordinated Group Activity, demonstrated that boys, after five years of age, were found to engage in significantly more group interaction than girls. Findings revealed that in early childhood, males and females differ in their modes of interaction with peers (ie, their social structure), with age five as a transition period for males.

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25

Zigrang, Barbara C. "Standards-based instruction what teachers do in the classroom /." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2008. http://etd.umsl.edu/r2721.

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26

CLARK, DEXTER. "INTERACTION AND LEARNING: AN ANALYSIS OF TWO FRESHMAN PHYSICS COURSES." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1132328837.

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27

MacDiarmid, Carole. "Interaction and engagement in problem-based learning sessions : a corpus-based analysis." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8327/.

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This research is motivated by the need for a better understanding of the nature of student-centred interactions in university settings. Although there is now a considerable amount of research into written academic English, studies of spoken academic English, particularly of student-centred, disciplinary-specific events, are still relatively few in comparison. This work aims to go some way towards redressing the balance. The study provides a description of a variety of linguistic features of one type of speech event, problem-based learning sessions (PBLs), within the context of a postgraduate programme in Medical Genetics. PBLs are underpinned by a very clear pedagogy driving their incorporation into academic programmes: through a cycle of tutorials, individual research and presentations, students develop content knowledge and the skills thought essential for the professional practitioner. Although common within the field of medicine, there has been relatively little research into how the discipline and pedagogy are realised linguistically. This study analyses a specially compiled corpus of five complete PBL cycles, each with two stages. It comprises over 12 hours of speech, approximately 115,000 words and is searchable as a whole and for each stage. By applying a variety of approaches, including Conversation Analysis (CA), Corpus Linguistics, and aspects of Discourse Analysis, this allows for a more detailed and fine-grained analysis of student discourse than one approach alone. Applying CA, the study identifies features of the overall organisational structure and the different patterns of talk found in each stage. Academic functions common to the stage two presentations are also identified. The corpus-based analysis investigates three specific linguistic areas: keyword analysis is used to explore vocabulary as a marker of the discipline and approach, personal pronouns as markers of engagement, and the structural and discourse functions of lexical bundles. The investigation into how the interactions unfold and the consideration of keywords reflect the discipline and underlying epistemology of PBL sessions. Clear differences in the frequency and use of personal pronouns and lexical bundles are evident in each stage, indicating that both the mode (spoken) and the nature of each speech event (highly interactive exchanges or presentations) affect linguistic choices. This study of a bespoke corpus provides an in-depth analysis of a disciplinary-specific, student-centred speaking event. This may be useful for EAP teachers and task and materials designers working with students on pre-sessional programmes who need academic language support. Methodologically it adds to the growing number of studies taking a multidimensional approach (i.e. in methodology and focus) to understanding spoken academic discourse.

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28

Abdel-Maksoud, Nahed F. "Interaction as a predictor of students' satisfaction and students' grades in distance education." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1178295694.

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29

Kakas, Karen Marie. "The effects of teacher feedback and peer interaction on 5th grade students' drawing performance /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487265143146095.

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30

Orr, Brandon. "Consequence of winning| Interdisciplinary analysis for deontological perspectives of moral function and the interaction with motivation in Division I college athletes." Thesis, University of Missouri - Columbia, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3576088.

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This is a pilot study of a proposed model for examining the main and interactionist effects of achievement goal orientations on moral function and the role of perceived ability as a potential moderator in sport morality levels through cluster analysis procedures. One hundred and three elite (103) athletes participating in Division I wrestling completed the Task Ego Orientation in Sport Competition Questionnaire (TEOSQ-COMP; Harwood, 2002), Perceived Ability Inventory Subscale (PAI; Lemyre, et al., 2002), and Hahm-Beller Values Choice Inventory (HBVCI; Hahm, Beller, & Stoll, 1989). Analysis of motivation involved the investigation of motivation from a goal profile standpoint through cluster analysis. Cluster analysis revealed three emergent goal profile combinations: Cluster 1 – High-Ego/Moderate Task; Cluster 2 – Low-Ego/Moderate-Task; Cluster 3 – Moderate-Ego/High-Task. The emergent cluster profiles were then examined for between group interaction effects of goal orientation and perceived ability upon moral function. ANOVA revealed strong interactions between ego orientation and moral function for Clusters 1 and 2, but not at significant effect. As well the moderating interaction of perceived ability upon moral function for Clusters 1 and 2 was strong, but again not at significant levels. These findings help encourage dialogue about the impact the motivational climate of Division I Athletics has upon its participants. By building upon the investigation of competition as a contextualized variable of impact on motivation and moral function (Harwood, 2002; van de Pol & Kavussanu, 2012), this study proposes a more advanced model for investigating the interactionist effect between these two and the motivational climate of Division I sport.

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31

Shaw, Dara Gay. "Cross-cultural gender dynamics in classroom interaction the adult ESOL classroom /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1811.

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Анотація:

Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains xx, 401, 2 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 263-275).

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32

Ho, Yee-wan Yvonne, and 何綺雲. "Repair in teacher-student interaction inside the classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3685668X.

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33

Smith, James Arthur. "The intentional use of questions as a basis for educational feedback." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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34

Chen, Xin. "An Integrative Review of the Effects of Social Presence on Distance Education." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/71298.

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Анотація:

Social presence has drawn great attention in the last three decades. A large number of studies attempted to prove that social presence exerted an effect on distance learning through including more interaction. This integrative review provided a comprehensive summary of current studies on social presence, identified problems in measuring social presence, and evaluated the effects of social presence on learning. Data were collected from 189 social presence studies in the area of distance education from 1976 to 2012. Data were analyzed qualitatively followed by a quantitative meta-analysis. This study revealed that social presence was still illusive and difficult to define. Due to its ambiguity, many doubts exist related to the measurement of social presence. The results of this study suggest future researchers should be cautious when advocating the importance of social presence in distance learning.
Ph. D.

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35

Clements, Peter. "Teachers' feedback in context : a longitudinal study of L2 writing classrooms /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/9322.

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36

Tsui, Mi-sum Philomena. "Helping and liking behaviour: consequences ofteachers' attributions of students' ability and effort." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B29782909.

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37

Lam, Sau-ching Avie. "Hong Kong secondary school teachers' conceptions of creative and idealstudents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B29791200.

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38

Siu, Mei-ling Jacqueline. "Would students' causal attributions and implicit theories of intelligence be mediated by teachers' feedback on their performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B29791261.

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39

Itauma, Udoh Charles. "Exploring the interaction-influence pattern in certain academic departments using the role episode model /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266011222937.

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40

Drescher, Juanita Frost. "Comparison of Pre- and Posttraining Verbal Interaction of Caregivers and Children During Story Time." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332068/.

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The purpose of this descriptive study was to create a read-aloud instructional program which could be used in teaching caregivers to promote quality verbal interaction among participants during story time. Prior to and subsequent to instruction, selected high-school students participating in a vocational-technical child development program were audio- and videotaped as they read stories aloud to children. All tapes were transcribed in full. Using the storybook Reading Analysis System (Teale, Martinez, & Glass, in press), dialogue was categorized into form, type of information, focus, instructional intent, and importance categories.

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41

Thuraisingam, Pamela Chellappah. "Nature of talk and interaction in the Singapore history classroom." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1316.

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History is a complex subject. It is more propositional than procedural in nature (Nichol, 1984), and involves adductive thinking (Booth, 1983), where historical evidence and facts are 'teased out' and a convincing account of the past is then reconstructed through speculation, imagination and empathy (Nichol, 1984; Booth, 1983). The teaching and learning of history should not just be the transmission of knowledge, but rather it should involve a process whereby students and teachers interact in order to analyze evidence, raise questions and hypotheses, synthesize facts, and communicate their ideas, understand others' viewpoints, consider values, reflect and engage in moral reasoning (Brophy, 1996). It is through this interaction that development of thinking in history will occur (Coltnam, 1975). The main focus of the research is on the language used in the history classroom, particularly during critical episodes when the teachers and students appeared to be engaged in the process of historical thinking. This research is particularly concerned with historical thought embedded in the language used in history classrooms. To investigate this, both high and low inference coding systems were adopted to code, describe and analyze the verbal behaviour that occurred. The data were gathered in six classes from schools in Singapore. They constituted two classes of above average students (Special stream), two classes of average students (Express stream) and two classes of below average (Normal stream) students. Audio and video recordings were made of two lessons from each of the six classes. These lessons were transcribed, coded and analyzed to ascertain which contexts were more conducive for the production of higher order thought. It was found that a complex interrelationship of factors including pedagogic activity, type of teacher talk and student talk, and even more importantly the interaction between them, determined whether or not there was historical thinking. The findings revealed that there was historical thinking when explicit and implicit contact was established during interaction between the teacher and the students. For explicit contact to he made the teacher and the students needed to be language game (Wittgenstein, 1972). This is where the teacher made those moves that elicited student responses that demonstrated historical thinking. For implicit contact to be made the element of voice (as in the concept of “voice” described in Bakhtin's theory on the dual-voicing and polyphony) becomes essential. During such episodes the teacher mediated between the characters in history, his or her own talk and that of the students. These responses which were often dramatised, the teacher used first and second person forms (dual voicing) to evoke empathy and imagination. In doing so they also engaged in a dialogic interaction with the characters of the past and there was back channelling. There were evidences of such dialogues in all the Special, Express and Normal stream lessons but in various contexts. These dialogues reveal that the nature of talk and interaction is distinct to the subject history.

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42

Nelson, Belinda. "The role of children's talk in writing development." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1023.

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This study is a 'snap shot' into the interactions and utterances of developing writers. It provides insight into the usefulness of talk, the need to model and encourage talk in the composing processes of children and also into the factors that impact on such talk making it more or less effective for young writers. The study observed six middle primary school students during the writing of two texts and recorded the accompanying talk. Classroom observations provided insight into the pedagogical and cultural influences within the writing contexts. Writing samples enabled each student's writing development to be analysed and became a point of reference for the analysis of the associated talk. These data were developed into a number of case studies enabling a thick description of the different contexts, each student, the writing activity, the written texts and most importantly the children's talk. The patterns that emerged as the talk was analysed indicated that the students engaged in a variety of talk while composing written texts. The talk of these more developed writers included private speech, conversations with peers, assertive regulatory talk aimed at managing the behaviour of other students to other talk that reflected the instructional discourse of the classroom. Three categories were established from the data analysis, capturing the essence of the talk. The categories describe the talk as 'Doing Writing', 'About Writing' and 'Outside Writing'. These categories enabled further analysis which indicated that talk supported the students as they worked through issues of content, form, genre and audience in their writing. Furthermore, some of the talk of these older writers was similar to the talk that emergent writers engage in as they seek to make meaning in the written form. However, important differences indicate that talk continues to be a scaffold for language learning, by enabling more capable writers to begin developing an awareness of audience or how their writing sounds to others. Talk also appears to help more developed writers gain a greater consciousness of the control of form and conventions and to maintain focus in a complicated and multi-faceted cognitive task.

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43

Lau, Hang-fong. "A case study on student initiation to participate in classroom teacher-student interaction in secondary school." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553239.

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44

Steinberg, Ella Nora Parks. "“Take a solo”: An analysis of gender participation and interaction at school jazz festivals." Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/2469.

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This study documented participation at school jazz festivals according to gender and instrument and explored interaction patterns between clinicians and students to determine if participation patterns in jazz education resemble those in math and science, where females have been found to be underrepresented in high-level courses. This study analyzed data collected at two middle and high school jazz festivals with male and female students participating in stage performances and in post-performance clinics. Out of a total student population of 556 performers, males were found to represent a disproportionate percentage of the population (males = 70% and females = 30%). Significantly more males were found on all instruments, with the exception of piano, where females represented the majority (male pianists = 42.5% and female pianists = 57.5%). Solo patterns revealed that even though there were more female pianists, male pianists were featured as a soloist a total of 17 times, in contrast to 5 total solos for female pianists. Categorical data from solo patterns for all instruments showed that males were featured significantly more often as a soloist on saxophone and piano. Given the research on sex-stereotyping of instruments, where saxophone and piano are considered as less “masculine” instruments, this research noted that no significant difference in solo patterns were found between males and females who perform on the more “masculine” instruments (trumpet, trombone, drums, and bass). Overall, males did solo significantly more often than girls, based on the proportion of boys to girls in the total sample. Interaction analysis, using a modification of the INTERSECT observation form utilized by researchers Sadker & Sadker, of post-performance clinics found that males dominated all interactions. Males raised their hands more often, were called on and called-out more often and were asked to play at a higher rate than female performers. Results suggest that jazz education might benefit from intervention strategies similar to those implemented in math and science education to narrow the participation and interaction gap between males and females.

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45

Yeld, Nan. "A participant observation study of the feasibility of enhancing student-teacher supervision procedures using Flanders' Interaction Analysis Categories." Master's thesis, University of Cape Town, 1987. http://hdl.handle.net/11427/16404.

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Анотація:

Includes bibliographies.
The dissertation concerns the procedure of teacher supervision as presently conducted at the University of Cape Town's School of Education, and suggests ways in which this can be improved. It is argued that teacher education should be situated in the paradigm of Action Research, and within that, in the approach known as Participant Observation. The language of the classroom is chosen as the means whereby classroom practices can be investigated. A detailed account is provided of a full sequence of clinical supervision, and use is made of complete lesson and subsequent interview transcriptions in this account. The methodological techniques of participant observation, interviews, 'triangulation' procedures and fieldnotes to supplement the analysis of transcripts and interviews, are used. In addition, three different ways of analysing classroom language are described, viz . discourse analysis, insightful observation and coding schemes, and their appropriacy for teacher supervision purposes assessed. Finally, teacher conclusions are drawn regarding an effective model for supervision. It is suggested that FIAC (Flanders' Interaction Analysis Categories) be used in combination with lesson transcriptions, and stress is laid on the need for teacher trainees and trainers to observe at all times the criteria for participant observation. Suggestions are put forward concerning possible implementation of recommendations made, and the need for future research in this area is emphasised.

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46

Peterson, Christine A. "The impacts of technology on interactivity in a distance learning course." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2133.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains xii, 147 p. : ill. (some col.) Vita. Includes abstract. Includes bibliographical references (p. 134-140).

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47

Parker, Lydia Romelle Bigby. "The relationship between teachers' collegial interactions and student academic achievement /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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48

Damons, Thirza. "An analysis of teacher's skills in the identification of learners with behavioural and emotional problems." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1012183.

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This study aimed to explore teachers‟ abilities to identify learners with behavioural and emotional problems, to examine the strategies that they implement to address the challenges and their measure of success in addressing these. This study was qualitative in nature and semi-structured interviews were conducted with 10 volunteer teachers located in the northern areas of Port Elizabeth and an additional 50 teachers completed open ended questionnaires. The learning areas taught by the teachers varied. Descriptive and content analysis procedures were utilized to analyze the findings. The findings indicated that teachers lack the skills and knowledge to assist learners with behavioural and emotional problems. The teachers tended to view their roles as imparting knowledge rather than tending to the mental health of learners so they did not adopt approaches to assist the learners with their behavioural and emotional challenges. This was in spite of the fact that the learners' psychological and physical well-being impacted their academic achievement.

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49

Abachi, A. "Investigating translation teaching methods through classroom interaction analysis : a case-study of Arabic-English teaching situation." Thesis, University of Salford, 1988. http://usir.salford.ac.uk/26485/.

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The purpose of this study is to investigate translation teaching methods as practised in the classroom. Its content falls into two parts. Part One is a review of literature on translation teaching in general in which the main issues, such as the formal academic training of translators, are identified and the curriculum content described (Chapter 1). This is followed by a review of the theoretical aspects of translation teaching methods and their relation between language studies and translation theory (Chapter 2), the main purpose of which is to gain an overall understanding of the mechanism of translation and its techniques so as to facilitate the execution of the research. Part Two is the design of the research and its execution. The research is data-based. The data are tape-recorded translation lessons collected from 3 different classes in three different universities. A background to the procedure adopted for data-collection, the subjects who participated in this study, and the Sinclair system of classroom interaction analysis which was applied to the data are described in Chapter 3. This is followed by the application of Sinclair's system to the data on the basis of which a coding system was set up (Chapter 4). The data analysis revealed the existence of three different translation methods; namely the grammatical, the text-linguistic and the interpretive. The characteristics of each method are described and their implications analysed (Chapter 5). The thesis ends with a critical assessment of translation teaching in general and translation teaching methods in particular and proposes guidelines for an experiment for a unified teaching method.

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50

Bentley, Sarah. "Assessed, student-led dialogic interaction : a Bakhtinian analysis of a case study of undergraduate history seminars." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11256/.

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A Bakhtinian theoretical framework throws fresh light on higher education assessment, dialogue and classroom dynamics, demonstrating that assessed, student-led seminars can have a powerfully positive effect on student learning. The case study comprised of a well-established programme of seminars in a university history department. These seminars, which are regarded as innovative, have three distinctive features: they are assessed; they contain dialogic interaction; and they are student-led. This qualitative study investigating the effects of the seminars on student learning employed interviews with tutors and students, and observations of seminars. A holistic picture has been created which takes account of the socio-ideological context of the seminars, the socio-linguistic structures which constituted the actual interaction and the participants’ perspectives. A Bakhtinian analysis was applied to empirical data and revealed that it is when three conditions are in place that the potential for dialogic learning is enhanced. Firstly, assessment directs students’ activity amplifying their learning experience. Secondly, the use of different types of dialogue enables students to assimilate new ideas. Thirdly, through peer facilitation and leadership of the seminars, along with other structuring devices, the power dynamics of the classes remain open and fluid and the tutor is prevented from unwittingly suppressing active student involvement. In these conditions, it is argued, students are able to engage actively with the material in-hand resulting in a richer learning experience.

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