Search results for: Interaction
Page 5/7 62 items
Proceed With Caution: Interactive Rules and Teacher Work Sample Scoring Strategies, an Ethnomethodological Study
The author analyzed a set of 10 transcripts of Teacher Work Sample scoring conversations to identify patterns in scorer interaction. Interactive rules and strategies are identified and implications and cautions offered for the use of work samples, particularly for high-stakes assessment.
Updated: May. 25, 2010
Teaching Replays, Teaching Rehearsals, and Re-Visions of Practice: Learning From Colleagues in a Mathematics Teacher Community
To understand how interactions with colleagues support teachers’ informal learning, the author examined teachers’ collegial conversations in a highly collaborative teacher community. By highlighting the work that teachers do to make sense of innovative practices, this analysis provides a description of how collegial conversations can support teachers’ informal learning, supporting the development of professional communities.
Updated: May. 25, 2010
Viewing Classroom Discipline as Negotiable Social Interaction: A Communities of Practice Perspective
Classroom discipline is a major concern of American teachers and why many leave teaching. The purpose of this literature review is to propose a critical social practice view of learning as defined by legitimate peripheral participation (LPP), providing a communities of practice framework to guide future research that sets out to transform conventional views of learning, particularly within the context of classroom discipline.
Updated: Jan. 12, 2010
This meta-analysis of the experimental literature of distance education (DE) compares different types of interaction treatments (ITs) with other DE instructional treatments. ITs are the conditions or environments that are designed and arranged by teachers into DE courses. These treatments are intended to facilitate student-student (SS), student-teacher (ST), or student-content (SC) interactions. Seventy-four DE versus DE studies that contained at least one IT are included in the meta-analysis, which yield 74 achievement effects.
Updated: Nov. 30, 2009
In this article, the authors report on a study in which they examined the multiple interactions and activity settings in which student teachers learn to teach language arts. The study explores the student teachers' experiences from the perspective of the three key triad members- student teachers, cooperating teachers and university supervisors- using activity theory. The findings reveal that all members of the triad were simultaneously operating in multiple settings and facing competing demands that shaped their actions and stances
Updated: Sep. 29, 2009
This longitudinal study builds on conceptualizations of dialogic inquiry to examine how teachers and students coconstructed a discourse of inquiry in a public magnet school. The authors examine the processes and practices that make up this discourse of inquiry. Furthermore, they also study the function of teacher talk in supporting academic and social learning and agency among students. This discourse of inquiry supports students as active, thoughtful, engaged learners and community members. Furthermore, this discourse underscores the critical role of classroom talk, collaboration, and deliberation in meaningful learning engagements.
Updated: Jul. 20, 2009
This article describes an approach to online course planning and design. Special attention was paid to creating rich and meaningful student-to-content interactions, as well as student-to-instructor interactions. The instructors approached the design of this course to address personalization (student-to-instructor interaction), meaningful engagement (student-to-content interaction), and ongoing checks of student understanding (student-to-instructor and student-to-content interactions). The authors conclude the article with recommendations for future online course development and implementation in the field of teacher education.
Updated: Jul. 09, 2009
Forms of Mathematical Interaction in Different Social Settings: Examples from Students’, Teachers’ and Teacher–Students’ Communication about Mathematics
This study investigates forms of mathematical interaction in different social settings. One major interest is to better understand mathematics teachers’ joint professional discourse while observing and analyzing young students mathematical interaction followed by teacher’s intervention. The epistemological analysis of mathematical sign-systems in communication and interaction in these three settings which described in this article gives evidence of different types of mathematical talk.
Updated: Jun. 11, 2009
This interpretive case study investigates an attempt to add an online component—the On-line Literacy Project—to a successful face-to-face professional development community. Six members of the Literacy Project, which was carried out in the school board of a western Canadian city., participated in the study. Analysis of data showed that although participants acknowledged the potential of the Online Literacy Project the concept was poorly understood, received little support, and was not deemed relevant for a number of reasons, many of which are reported in the information and communication technology literature.
Updated: May. 04, 2009
School-Based Teacher Collaboration in Sweden and Greece: Formal Cooperation, Deprivatized Practices and Personalized Interaction in Primary and Lower Secondary Schools
The goal of the study is to highlight teacher collaboration in Sweden and Greece utilizing nationwide surveys with physical education teachers in both countries. The sample consisted of 707 Swedish and 451 Greek professionals. The presentation of the results is connected with issues of formal cooperation, deprivatized practices and personalized interaction in four teachers groups: primary and lower secondary schools in Sweden and in Greece. According to the data, formal cooperation and deprivatized practices occur more frequently in Sweden than in Greece. However, personalized interaction is rather high in Greek lower secondary schools.
Updated: Apr. 27, 2009