Gendered teacher-student classroom interactions, student sense of equity, and student achievement

2018 ◽  
Vol 21 (2) ◽  
pp. 131-152
Author(s):  
Els Consuegra ◽  
Myriam Halimi ◽  
Nadine Engels
Keyword(s):  
Student Achievement ◽  
Classroom Interactions ◽  
Teacher Student

The Network Runs the Schools: From a Loose to a Tightly Coupled School District

2020 ◽  
Vol 23 (4) ◽  
pp. 47-61
Author(s):  
Patricia M. Virella ◽  
Jennie M. Weiner
Keyword(s):  
Student Achievement ◽  
Hybrid Approach ◽  
Educational Leaders ◽  
Central Office Administrators ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Trade Offs ◽  
Tightly Coupled ◽  
Pros And Cons

This case study explores a central office’s attempt to improve its school performance by shifting from a loosely to a more tightly coupled organization through greater oversight and standardization of practice. Educational leaders and, specifically, district-level and central office administrators often negotiate between providing schools autonomy and pursuing greater accountability and uniformity to foster improved student achievement. Educators studying this case will examine the pros and cons of both approaches as well as the potential trade-offs when shifting from one system to another or engaging in a hybrid approach on elements like teacher motivation, teacher–student relationships, school culture, and student achievement.

scholarly journals LAS INTERACCIONES EN EL AULA DE MATEMÁTICA CUANDO SE UTILIZA EL APRENDIZAJE COOPERATIVO COMO METODOLOGÍA. THE INTERACTIONS IN THE MATHEMATICS CLASSROOM WHEN COOPERATIVE LEARNING IS USED AS A METHODOLOGY

2014 ◽  
Vol 5 (1) ◽  
pp. 176-204
Author(s):  
Zuleyka Suárez Valdés-Ayala
Keyword(s):  
Cooperative Learning ◽  
Mathematics Classroom ◽  
Classroom Interactions ◽  
Methodological Innovation ◽  
Teacher Student ◽  
Teaching Of Mathematics ◽  
Phd Thesis ◽  
Aprendizaje Cooperativo

En este artículo se expone la discusión de resultados de la tesis doctoral titulada: “El aprendizaje cooperativo: Un estudio sobre las interacciones entre docente y estudiantes ante una innovación metodológica en la enseñanza de la matemática” así como las conclusiones y recomendaciones que de esta surgieron. Para esto se mencionan previamente algunos aspectos teóricos básicos para poder fundamentar los hallazgos encontrados.Palabras claves: aprendizaje cooperativo, aula, interacciones, docente, estudiante.AbstractIn this article the discussion of results of the PhD thesis is as follows: "Cooperative learning: A study of the interactions between teacher and students with a methodological innovation in the teaching of mathematics" and the conclusions and recommendations that emerged from this. It is necessary first to mention some basic theoretical aspects in order to support the findings.Keywords: cooperative learning, classroom, interactions, teacher, student.

ELF interactions in English-medium engineering classrooms

ELT Journal ◽  
2020 ◽  
Vol 74 (4) ◽  
pp. 418-427
Author(s):  
Kari Sahan
Keyword(s):  
Language Use ◽  
Classroom Interaction ◽  
Classroom Interactions ◽  
Observation Data ◽  
Student Interactions ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Teachers And Students ◽  
English Medium Instruction ◽  
Communicative Strategy

Abstract At many universities, English serves as a lingua franca (ELF) between teachers and students for whom English is not their L1. Despite the spread of English-medium instruction (EMI), empirical research on the nature of teacher–student interactions in EMI classrooms remains limited. This study examines the use of ELF in EMI engineering classes at a university in Turkey to explore how teachers and students use code-switching as a communicative strategy in classroom interactions. Data were collected and analysed using a qualitative approach. Nearly 14 hours of classroom observation data were collected from three lecturers and analysed according to patterns of classroom interaction and language use. The findings suggest that teachers and students prioritize communicative efficiency over an adherence to monolingual, NS norms in classroom interactions. Pedagogical implications are discussed for ELT specialists tasked with preparing students for academic study in English and supporting content lecturers in EMI settings.

scholarly journals Do Teachers Treat Their Students Differently? An Observational Study on Teacher-Student Interactions as a Function of Teacher Expectations and Student Achievement

2020 ◽  
Vol 2020 ◽  
pp. 1-8
Author(s):  
Eddie Denessen ◽  
Annelies Keller ◽  
Linda van den Bergh ◽  
Paul van den Broek
Keyword(s):  
Mathematics Achievement ◽  
Teacher Expectations ◽  
Classroom Interactions ◽  
High Expectation ◽  
Student Interactions ◽  
Teacher Expectation ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Teachers And Students ◽  
And Mathematics

Through classroom interactions, teachers provide their students with different opportunities to learn. Some kinds of interactions elicit more learning activities than others. With differential treatment of students, teachers may exacerbate or reduce achievement differences in their classroom. In addition, differential interactions may contribute to teacher expectation effects, with teachers treating their high-expectation students more favourably. This study investigated how differential teacher-student interactions are related to students’ mathematics achievement and teachers’ expectations. In eight fourth-grade classrooms in the Netherlands, interactions between teachers and students (N = 152) were observed in maths lessons. Data regarding teachers’ expectations about their students and mathematics achievement tests scores were collected. Analyses indicated that there were relations between teacher expectations and teachers’ classroom interactions. Teachers gave more direct turns and more directive feedback to their low-expectation students, who were also the students who performed low in maths. After controlling for actual achievement, it appeared that students for whom the expectations were lower than could be expected based on their performance received more direct turns and directive task-related feedback. These results point to the existence of teacher expectation effects.

scholarly journals TEACHER-STUDENTS CLASSROOM INTERACTIONS OF PUBLIC SENIOR SECONDARY SCHOOLS III IN KATSINA METROPOLIS, NIGERIA

2021 ◽  
Vol 4 (2) ◽  
pp. 90-103
Author(s):  
Bello Ibrahim ◽  
Hannatu Isa Dodo ◽  
A'isha Aliyu Garba
Keyword(s):  
Public Schools ◽  
Classroom Interactions ◽  
Target Language ◽  
Student Interactions ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Teacher Students ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
Observation Scheme

Abstract: The paper investigates the teacher-student interactions during English lessons at SS III Public Schools of Katsina Metropolis. The reason that triggered the research was the mass failure of students especially at Senior Secondary Examinations. The paper used the constructivist theory as a theoretical framework.  It also used teachers’ and students’ questionnaires, a Target Language Observation Scheme (TALOS) and audio recorded lessons in the schools observed as instruments for data collection. Six schools were examined out of twelve.  A total number of 6 teachers and 132 students were selected as the sample of the study.  All six teachers were observed, and the lessons were recorded at different times. Simple Frequency Counts and Percentages were the basis used for the analysis of the data collected.  The findings revealed that teacher-student interactions need to be improved as teachers gave room for the students to participate in the interactions but unfortunately, they remained idle in the class. For this reason, most of the class activities were solely performed by the teachers. Keywords: Teacher-students, Classroom, Interactions, Target Language Observation Scheme

Within-class Relationships Between Student Achievement and Teacher Behaviors

1980 ◽  
Vol 17 (4) ◽  
pp. 479-490 ◽  
Author(s):  
Jeanne Martin ◽  
Donald J. Veldman ◽  
Linda M. Anderson
Keyword(s):  
Student Achievement ◽  
Small Groups ◽  
First Grade ◽  
Teacher Behaviors ◽  
Student Interactions ◽  
Reading Groups ◽  
Teacher Student ◽  
Significant Relationships ◽  
Instructional Units ◽  
Relationship Of

Data collected on 25 ways in which teachers interacted with first-grade students while the students participated in reading groups within intact classrooms were analyzed with class mean analyses as well as two types of within-class analyses: one that considered small groups within classes as instructional units, and one that examined effects on individual students within the small groups. The pattern of effects differed depending upon the level of the analysis. Particularly striking was the large number of statistically significant relationships that occurred only at the student-within-reading-group level. Apparently, some teacher behaviors took on different meanings for students in the context of a small group, implying that students were very much aware of and affected by their learning environment. The results demonstrate that a combination of within-class and between-class analyses provides a better understanding of the relationship of teacher-student interactions to student achievement than either set of analyses alone.

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