Search results for: Interaction
Page 6/7 62 items
Based on the German Didaktik tradition and classroom interaction, an approach for the analysis of pedagogical authority is proposed providing an analytical tool for examining and understanding its constitutive elements and explaining its construction. It posits the existence of three types of interaction or relation from which pedagogical authority emanates: pedagogical interaction, deontic interaction and didactic interaction. Data collected from four teachers’ interviews in Finnish comprehensive schools.
Updated: Apr. 23, 2009
I'M Prepared for Anything Now”: Student Teacher and Cooperating Teacher Interaction as A Critical Factor in Determining the Preparation of “Quality” Elementary Reading Teachers
This study is an examination of the interactions between 19 pairs of student teachers and cooperating teachers engaged in guided reading instruction in Grades 1 through 3. Through a theoretical lens of imitation, guidance, and scaffolding based on Granott's (1993) work, the authors analyzed interview transcripts to identify perceptions of behavior patterns between the student teachers and cooperating teachers.
Updated: Mar. 12, 2009
This article describes qualitative case studies of two teachers who integrated student-created digital documentaries into their social studies classrooms. To examine the interplay of pedagogy, content, and technology, the authors focused on the teachers' pedagogical aims and sought evidence of the extent to which those aims were influenced by the integration of technology. Thornton's (2001a) concept of the teacher as curricular gatekeeper and Mishra and Koehler's (2006) Technological Pedagogical Content Knowledge framed the study.
Updated: Dec. 31, 2008
The Interaction of Pedagogical Approach, Gender, Self-Regulation, and Goal Orientation Using Student Response System Technology
This research compares a behaviorally based approach for using electronic student response system (SRS) technology with a metacognitive-oriented approach to determine effects on attendance, preparation for class, and achievement. Also examined are the interaction effects of pedagogical approach with self-regulatory and motivational characteristics of students.A main effect was found for self-regulation level and achievement, as well as for goal orientation and class reparation/attendance.
Updated: Dec. 29, 2008
One of the main factors which influence the effectiveness of the learning process is the interaction that exists between the teacher and the student. The current research indicates that different interactions have different effects. There are two methods used for implementing distance learning systems, i.e. synchronous and asynchronous. The present study refers to the cognitive interaction and differentiates between surface processes and deep processes. The interaction level between the students and the teacher and among the students was found to be a significant factor in determining the effectiveness of the teaching method.
Updated: Dec. 01, 2008
A Human-Computer Partnership: The Tutor/Child/Computer Triangle Promoting the Acquisition of Early Literacy Skills
This study involved the analysis of the complex interactions that take place between tutors and preschool children using a computer during early literacy tutoring sessions. Eight five-year-old pre- and early-readers (four boys and four girls) attending a childcare centre participated in daily 20-minute tutoring sessions for two weeks. The literacy software (a beta version) was especially designed to guide tutors while working one-on-one with elementary school students falling into the lower 30% of reading achievement (i.e., at-risk). Rigorous grounded theory analyses generated three comprehensive themes: rapport, motivation, and scaffolding. The first focused on interpersonal issues, the latter two on teaching/learning.
Updated: Nov. 24, 2008
Perceptions of Graduate Students on the Use of Web-based Instruction in Special Education Personnel Preparation
This study examined the perceptions of graduate students on the use of Web-based instruction in preparing special education personnel. Findings supported Web-based instruction as a convenient way for students to pursue their education. Furthermore findings indicated that Web-based courses with increased structure and organization resulted in improved learning outcomes. Finally, technological problems and a lack of user-friendly technology jeopardize the effectiveness of Web-based instruction.
Updated: Nov. 10, 2008
Effectiveness of Personal Interaction in a Learner-Centered Paradigm Distance Education Class Based on Student Satisfaction
This study examined relationships between students’ perceptions of course-related interaction and their course satisfaction within the learner-centered paradigm in distance education. A Students’ Perceived Interaction Survey (SPIS) instrument was developed to examine nine separate hypotheses about the nature of course-related interaction. It concluded that student-instructor personal interaction, student-student personal interaction, and student-content interaction, along with students’ perceptions of WebCT features and gender were predictors of course satisfaction.
Updated: Nov. 02, 2008
Virtual environments are able to extend the space of interaction beyond the classroom. In order to analyze how distributed cognition functions in such an extended space, we suggest focusing on the architecture of intersubjectivity. The Euroland project—a virtual land created and populated by seven classrooms supported by a team of researchers—was analyzed with the aim of tracking down the process and the structure of intersubjectivity.
Updated: Apr. 12, 2008
The article examines how student-teachers perceive their integration into the school life during their initial teacher education school placements. Data gathered from 23 student-teachers revealed that they considered their social interactions with school staff meaningful professionally and enhancing emotionally.
Updated: Mar. 14, 2008