How is student performance affected by the one-to-one teacher-student interactions occurring in an activity-centered science classroom?

1976 ◽  
Vol 13 (3) ◽  
pp. 253-258 ◽  
Author(s):  
James A. Shymansky
Keyword(s):  
Student Performance ◽  
Science Classroom ◽  
Student Interactions ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
One To One ◽  
The One

Tools to Build Their Best Learning: Examining How Kindergarten Teachers Frame Student Mistakes

2020 ◽  
Vol 90 (1) ◽  
pp. 54-74 ◽  
Author(s):  
MALEKA DONALDSON
Keyword(s):  
Young Children ◽  
Student Performance ◽  
Real World ◽  
Corrective Feedback ◽  
Student Interactions ◽  
Pedagogical Tools ◽  
Practicing Teachers ◽  
School Settings ◽  
Teacher Student ◽  
Teacher Student Interactions

In this portrait, Maleka Donaldson vividly illustrates how two teachers in real-world, public school settings convey their expectations for kindergarten student performance and set the tone for learning from mistakes and feedback. Research in psychology and education has established the benefits of corrective feedback on learning but has not closely examined how practicing teachers respond to mistakes made by young children during day-to-day instruction. Donaldson draws on extended observations of teacher-student interactions to juxtapose the two contexts and reveal divergent techniques that the participating teachers use to frame mistakes and correct answers during instruction. She compares these variations and considers how each teacher's pedagogical tools could be integrated into a mistake-response toolkit that could fundamentally reshape learning from mistakes for kindergarteners.

TEACHER-STUDENT INTERACTIONS IN A TECHNOLOGY-SUPPORTED SCIENCE CLASSROOM ENVIRONMENT IN RELATION TO SELECTED LEARNER OUTCOMES:AN INDIAN STUDY

2016 ◽  
pp. 41-59
Author(s):  
Adit Gupta ◽  
Darrell Fisher
Keyword(s):  
Classroom Environment ◽  
Teaching And Learning ◽  
Science Classroom ◽  
Reliability And Validity ◽  
Communication Process ◽  
Student Interactions ◽  
Interpersonal Behaviour ◽  
Learner Outcomes ◽  
Teacher Student ◽  
Teacher Student Interactions

The ultimate goal of teaching is to assist students to become independent and self- regulated learners capable of taking their own decisions. During this process the teacher has to perform many roles with main focus on communication with students. Thus teaching and learning can be considered a communication process. This communication process depends on the effectiveness of interpersonal behaviour of the students and teachers. In the modern educational scenario, technology is playing an important role not only in helping to establish this communication but also to enrich it. This study reports the use of Questionnaire on Teacher Interaction (QTI) for assessing the students’ perceptions of their teachers’ interpersonal behaviour in a technology- supported science classroom environment in an Indian school. Analysis of data of 705 students from 15 classes provides evidence for reliability and validity of the questionnaire in Indian settings to be used at the secondary level. The same data is also used for studying gender differences and the associations between students’ perceptions of their teachers’ interpersonal behaviour with three learner outcomes i.e. their attitude towards science, academic efficacy and academic achievement which have been reported as significant.

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