Developing a plugged-in class observation protocol in high-school blended STEM classes: Student engagement, teacher behaviors and student-teacher interaction patterns

2021 ◽  
pp. 104403
Author(s):  
Jo-Chi Hsiao ◽  
Ssu-Kuang Chen ◽  
Wei Chen ◽  
Sunny S.J. Lin
Keyword(s):  
High School ◽  
Student Engagement ◽  
Student Teacher ◽  
Teacher Behaviors ◽  
Interaction Patterns ◽  
Teacher Interaction ◽  
Observation Protocol

scholarly journals STUDENT – TEACHER INTERACTION: A CASE OF THE SECOND YEAR OF STATE SENIOR HIGH SCHOOLS IN CEPU

2014 ◽  
Vol 3 (2) ◽  
pp. 25
Author(s):  
Andika Cahya Ari Wibowo
Keyword(s):  
High School ◽  
High Schools ◽  
Student Teacher ◽  
Classroom Interaction ◽  
Teacher Interaction ◽  
High School English ◽  
English Classes ◽  
Second Year ◽  
Dominant Characteristic ◽  
Observation Method

Abstract The purposes of the study are to Dnd out the amount of lan- guage produced by the teacher (Teacher Talking Time) and by the students (Student Talking Time) and to identify the characteristics of the classroom interaction in the Senior High School English classes. The study involved the second year students and the English teachers of SMA N I Cepu and SMA N II Cepu as the object of the study. Observation method is utilized in the study to collect the data. The study is supported by one thousand four hundreds and forty data which are categorized into the ten categories of Flanders (FIAC). In details, the Drst result of the analysis shows that 70.5 % of the classroom available time was taken by the teacher and the stu- dents only took 21.6 % of the available time during the interaction in SMA N I Cepu. Meanwhile, during the interaction in SMA N II Cepu the teacher took 69.6 % of the classroom available time while the students only took 22.2 % of the available time. The second result shows that the dominant characteristic of the classroom interaction in SMA N I Cepu was Teacher Talking Time while the dominant characteristic in SMA N II Cepu was Con- tent Cross. Keywords : Classroom Interaction, Flanders Interaction Analyze Categories (FIAC), Teacher Talking Time, Student Talking Time, The Characteristics of Classroom Interaction

scholarly journals Teachers as nightmare readers: Estonian high-school teachers’ experiences and opinions about student-teacher interaction on Facebook

2014 ◽  
Vol 21 ◽  
pp. 35-44
Author(s):  
Maria Murumaa-Mengel ◽  
Andra Siibak
Keyword(s):  
High School ◽  
Social Media ◽  
High School Teachers ◽  
Student Teacher ◽  
Teacher Interaction ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Teachers Experiences ◽  
Ethical Choices ◽  
Group Interviews

This study explored Estonian teachers’ perceptions and practices about student-teacher interaction on Facebook. Four focus group interviews with high-school teachers (n=21) revealed that educators are used to monitoring their students’ posts on Facebook and consider it their role to intervene whenever something inappropriate is posted. Teachers viewed such social media surveillance as a routine and harmless practice which does not violate students’ privacy. The participants of our study do not see any need for formal social media policies to regulate student-teacher interaction on social media, as they consider themselves perfectly capable of making ethical choices in this realm.

scholarly journals Exploring the Teacher Behaviors that Influence High School Student’s Class Participation in the UAE

2021 ◽  
Vol 9 (2) ◽  
pp. 224-232
Author(s):  
Olatunji Jacob Ajayi ◽  
Alexandria A. Proff
Keyword(s):  
High School ◽  
Science Teachers ◽  
Student Teacher ◽  
Teaching And Learning ◽  
School Science ◽  
Teacher Behaviors ◽  
High School Science ◽  
Classroom Participation ◽  
Effective Teacher ◽  
High School Science Teachers

Teachers are entrusted with the responsibility of ensuring teaching and learning takes place in the classroom; several challenges exist, however, that influence the degree to which teachers may find success in teaching and learning. This phenomenological case-study explored the perceptions of six high school science teachers concerning the teacher behaviors that influence high school student’s classroom participation within the Emirati private educational system. Semi-structured interviews were conducted with purposefully sampled participants; data was analyzed via content analysis, which employed utilized multiple stages of coding: open, axial, and thematic. The findings of this research resulted in three main themes: (1) Teachers who model positive behaviors increase student’s classroom participation; (2) An empathetic understanding of teachers-needs would lead to more effective teacher support; and (3) Field experience coupled with effective support facilitates positive perceptions of student-teacher relationship. The findings of this research indicate a strong need for active teacher-coaching and teacher-mentoring, rather than passive, primarily rote, teacher training programs that are common in schools as the primary form of professional development. It also demonstrates the need for school leaders and teachers to foster meaningful, positive relationships with students so as to improve performance. This research paper further contributes to closing the literature gap on Student-Teacher (S-T) relationships by providing new knowledge concerning the lived-experiences of high school science teachers in fostering meaningful S-T relationships.

Expert Golf Instructors' Student-Teacher Interaction Patterns

2004 ◽  
Vol 75 (1) ◽  
pp. 60-70 ◽  
Author(s):  
Paul Schempp ◽  
Bryan McCullick ◽  
Peter St. Pierre ◽  
Sophie Woorons ◽  
Jeongae You ◽  
...  
Keyword(s):  
Student Teacher ◽  
Interaction Patterns ◽  
Teacher Interaction

Managing Virtual Schools

2004 ◽  
pp. 50-68 ◽  
Author(s):  
Margaret Haughey ◽  
William Muirhead
Keyword(s):  
Professional Development ◽  
High School ◽  
Distance Education ◽  
Student Teacher ◽  
Local Population ◽  
Virtual Schools ◽  
Teacher Interaction ◽  
Parental Concerns ◽  
School Sector

Although Canada has offered alternative forms of schooling through distance education for over a century, the advent of online schooling options has helped overcome two of the major obstacles: lack of sufficient current resources and lack of regular interaction. Today across Canada, online schooling options tend to be focused at the high school sector. However, in Alberta there are more than 19 schools, most of which offer elementary and secondary courses. The schools mainly serve their local population, and the issues administrators face include marketing and obtaining infrastructure support and facilities, as well as ensuring quality of curricula and student-teacher interaction, meeting parental concerns, and provision of professional development.

scholarly journals Understanding the Concept of Agentic Engagement

2017 ◽  
Vol 19 (1) ◽  
pp. 117 ◽  
Author(s):  
Aida Montenegro
Keyword(s):  
Student Engagement ◽  
Student Teacher ◽  
Learning Processes ◽  
The Other ◽  
Recent History ◽  
Future Research ◽  
Teacher Interaction ◽  
Fourth Type ◽  
Engagement Interventions

Bearing in mind that agentic engagement has a recent history in comparison to the other types of engagement (behavioural, emotional and cognitive), this paper will present a theoretical review of this concept, including the reasons it has been denominated as the fourth type of student engagement. Agentic engagement is understood as the observable classroom event in which the learner constructively contributes to his/her learning and the instruction he/she receives (Reeve, 2012). The revision of research and theory on agentic engagement included in this paper supports the idea that it provides a consistent researchable field. Future research contributions may focus on (1) the disaffected face of agentic engagement, its conceptualization and its effects (Reeve & Tseng, 2011; Reeve, 2013) and (2) the understanding (description, typology and analysis) of students’ self-initiated contributions (proactive actions) in the classroom (Waring, 2011) in order to identify which strategies may facilitate students’ learning processes, teacher’s agentic engagement interventions, and student-teacher interaction.

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