scholarly journals Student-Student and Student-Teacher Interactions through the Jigsaw II Method in the Teaching of the Economics Subject in Secondary Education

2020 ◽  
pp. 118-125
Author(s):  
Mercedes MORERA-FERNANDEZ ◽  
Aram MORERA-MESA ◽  
Miguel Angel MORERA-FUMERO ◽  
Javier HERNANDEZ-PEREZ ◽  
Armando Luis MORERA-FUMERO
Keyword(s):  
Secondary Education ◽  
Student Teacher ◽  
Teacher Interactions

Student & Teacher Interactions during Evaluative Dialogues in Art

Art Education ◽  
1965 ◽  
Vol 18 (4) ◽  
pp. 13 ◽  
Author(s):  
Layman H. Jones
Keyword(s):  
Student Teacher ◽  
Teacher Interactions

scholarly journals ФЕНОМЕНОЛОГІЯ ПОНЯТТЯ «ПЕДАГОГІЧНЕ СУПЕРВІЗОРСТВО»

2021 ◽  
pp. 327-330
Author(s):  
Л. Д. Зеленська
Keyword(s):  
Secondary Education ◽  
Student Teacher ◽  
Educational Supervision ◽  
Basic Concepts

The materials of the theses actualize the problem of organization the supervision in the conditions of reforming the secondary education in Ukraine and the current legislation; reveal approaches to the interpretation of the basic concepts of pedagogical supervision: supervision (mentoring), supervisor (mentor), supervised (student, teacher), educational supervision, psychological supervision.

Sex differences in college student-teacher interactions: Fact or fantasy?

Sex Roles ◽  
1981 ◽  
Vol 7 (8) ◽  
pp. 775-784 ◽  
Author(s):  
P. Dee Boersma ◽  
Debora Gay ◽  
Ruth A. Jones ◽  
Lynn Morrison ◽  
Helen Remick
Keyword(s):  
Sex Differences ◽  
College Student ◽  
Student Teacher ◽  
Teacher Interactions

Facilitating Communication as a Basis for Intervention for Students with Severe Behavioral Disorders

1988 ◽  
Vol 13 (4) ◽  
pp. 280-287 ◽  
Author(s):  
Robert H. Zabel ◽  
Anne M. Bauer ◽  
Regina H. Sapona
Keyword(s):  
Social Competence ◽  
Recent Work ◽  
Behavioral Disorders ◽  
Student Teacher ◽  
Teacher Interactions ◽  
Students With Autism ◽  
Role Of Teachers ◽  
Problem Solvers ◽  
Study Student

Current research in the role of teachers as problem solvers and emerging interest in pragmatics have increased the need to study student-teacher interactions and behaviors in context. In view of this recent work which addresses the equivalence of communicative and social competence, a facilitative rather than directive approach with students with autism and severe behavioral disorders seems appropriate for consideration. In this article, current approaches to working with students with behavioral disorders are reviewed. In response to this review, the facilitative approach is posited. The article concludes with a discussion of the research currently emerging from the facilitative approach.

Mathematical Caring Relations in Action

2010 ◽  
Vol 41 (3) ◽  
pp. 236-273 ◽  
Author(s):  
Amy J. Hackenberg
Keyword(s):  
Student Teacher ◽  
Teaching Experiment ◽  
Small Scale ◽  
Mathematical Activity ◽  
Teacher Interaction ◽  
Mathematical Learning ◽  
Teacher Interactions ◽  
Caring Relations ◽  
Scale 8 ◽  
Teacher's Perspective

In a small-scale, 8-month teaching experiment, the author aimed to establish and maintain mathematical caring relations (MCRs) (Hackenberg, 2005c) with 4 6th-grade students. From a teacher's perspective, establishing MCRs involves holding the work of orchestrating mathematical learning for students together with an orientation to monitor and respond to energetic fluctuations that may accompany student–teacher interactions. From a student's perspective, participating in an MCR involves some openness to the teacher's interventions in the student's mathematical activity and some willingness to pursue questions of interest. In this article, the author elucidates the nature of establishing MCRs with 2 of the 4 students in the study and examines what is mathematical about these caring relations. Analysis revealed that student–teacher interaction can be viewed as a linked chain of perturbations; in student–teacher interaction aimed toward the establishment of MCRs, the linked chain tends toward perturbations that are bearable (Tzur, 1995) for both students and teachers.

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