The Analysis Path of Classroom Teacher Behavior Supported by Artificial Intelligence

2021 ◽  
pp. 235-245
Author(s):  
Libao Wu ◽  
Yanan Cao ◽  
Qing Du ◽  
Tingting Han
Keyword(s):  
Artificial Intelligence ◽  
Classroom Teacher ◽  
Teacher Behavior

Effect of student verbal behavior on classroom teacher behavior.

1976 ◽  
Vol 68 (3) ◽  
pp. 342-346 ◽  
Author(s):  
Carol G. Noble ◽  
John D. Nolan
Keyword(s):  
Verbal Behavior ◽  
Classroom Teacher ◽  
Teacher Behavior

scholarly journals VIRTUAL CLASSROOM: TEACHER SKILLS TO PROMOTE STUDENT ENGAGEMENT

2018 ◽  
Vol 1 (2) ◽  
pp. 87-105 ◽  
Author(s):  
Enrique Bigné ◽  
Alberto Badenes ◽  
Carla Ruiz ◽  
Luisa Andreu
Keyword(s):  
Student Engagement ◽  
Classroom Teacher ◽  
Main Tool ◽  
Teacher Behavior ◽  
Virtual Classroom ◽  
Research Literature ◽  
Learning Theories ◽  
Learning Needs ◽  
Teacher Skills ◽  
Innovative Learning

The Virtual Classroom is the main tool for blended learning, since it allows the breaking of time and space barriers between the teacher and the student. In order to develop and put into practice a higher studies course through this tool, teachers need to have a series of skills related to the command of digital technologies and an understanding of students’ affective and behavioral states: and to then apply appropriate communication strategies to deliver course content and prepare students for this innovative learning approach. This study reviews educational research literature on virtual classrooms, teacher behavior and student engagement to establish a theoretical model that explains the type of abilities that teachers must develop to achieve student engagement in academic activities. These abilities are classified in three categories: technical, affective and communicative. Furthermore, several learning theories (objectivism, constructivism and connectivism) are reviewed to conduct an appropriate Virtual Classroom design and implementation that can adapt to each student’s specific learning needs. Future study lines, as well as empirical proposals to go deeper into these theoretical propositions, are presented.

The effects of a videotape feedback system on classroom teacher behavior

1974 ◽  
Vol 12 (3) ◽  
pp. 189-198
Author(s):  
William J. Webster ◽  
Robert L. Mendro
Keyword(s):  
Classroom Teacher ◽  
Feedback System ◽  
Teacher Behavior ◽  
Videotape Feedback

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

Artificial Intelligence

2009 ◽  
Author(s):  
David L. Poole ◽  
Alan K. Mackworth
Keyword(s):  
Artificial Intelligence
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