Quality Of Teacher-student Interaction Research Articles

Euphemisms and teacher–student interactions

The quality of teacher-student interactions appears to be one of the most significant prerequisites for effective instruction. One of the factors involved in determining this quality is definitely teacher talk that should adequately correspond both to the type of knowledge the teacher intends to transfer and students’ ability to absorb this knowledge. The latter we claim is directly related to the students’ attitude to the subject itself and the teacher. In this article we will delve into the problem of euphemisms as part of teacher and student talk with a view to determining the extent to which they might affect teacher-student interactions. The issue of euphemism use and their role in building positive relations in the language classroom will be discussed from the perspective of teachers’ experiences. To this end, we chose the research tool of an online questionnaire addressed at university teachers. The survey was administered in June 2023 and the results will be described and analyzed in the forthcoming pages. Euphemism use will also be considered as a manifestation of language creativity that should characterize good language teachers.

Unlocking the Potential: Analyzing the Impact of Online Games on High School History Education and Learning Outcomes

This research investigates the influence of online games on learning outcomes in high school history subjects, examining their role in engaging students, enhancing critical thinking, and modernizing pedagogy. Employing a mixed-methods approach, the study integrates qualitative interviews with students and teachers and quantitative surveys to provide a comprehensive understanding of the research question. The research findings reveal that online games significantly improve student engagement, motivation, and learning outcomes in history education. Students report increased enthusiasm and participation, and test scores show a statistically significant improvement when online games are integrated into the curriculum. The qualitative data illuminate the positive impact of online games on students' critical thinking skills and the quality of teacher-student interaction. Educators can leverage these findings to modernize pedagogical practices, foster interdisciplinary learning, and create inclusive educational environments that cater to diverse learning styles and abilities. The research contributes to the broader understanding of technology's evolving role in education, emphasizing its potential to bridge past and present, engage digital natives, and prepare students for the complexities of the future. It underscores the transformative power of online games in education, providing a dynamic and interactive approach that resonates with today's learners.

Impact of flexible seating on the quality of teacher-student interactions with coping to stress adaptation and mental health of elementary students in Quebec

ABSTRACT To meet the requirements of the 21st century school, it would therefore seem necessary to rethink how mental health is organized and particularly within the physical learning environment. This has been done in Quebec, Canada, where ‘flexible’ seating allow students to choose where they sit and work during the day. Student-student and student-teacher exchanges also have an impact on the mental health of children in school. Indicators of mental health were studied among 107 students in three flexible seating group and three fixed seating group. Two models were created based on gender, and Student T-tests were used for two databases. Another database for teachers was analyzed descriptively by group. Girls in the flexible seating group had lower scores for internalizing problems, inattention/hyperactivity, school problems, and emotional symptoms compared to girls in the fixed seating group. For boys, there was a decrease in school problems alone and an increase in the other variables. For teachers, there was an upward trend in median scores in the flexible seating group. In general, classroom layout appears to have played a role in the students’ school mental health and a particularly beneficial role for girls. In practice teachers should consider that some of their students may not feel comfortable in a flexible layout. More support and help from the teacher to these students could help them to cope with the changes brought by flexible seating. Beyond the students’ comfort, for teachers, this would allow them to meet their students’ needs through differentiated instruction and differentiated learning.

Teachers' physiological and self-reported stress, teaching practices and students' learning outcomes in Grade 1.

Teachers' self-reported stress is related to the quality of teacher-student interactions and students' learning outcomes. However, it is unclear if teachers' physiological stress is related to child-centred teaching practices in the classroom and whether teaching practices mediate the link between teachers' stress and students' learning outcomes. We studied the effect of teachers' physiological stress and self-reported stress on their teaching practices and thereby on students' learning outcomes in math. A total of 53 classroom teachers and 866 Grade 1 students participated in the study. Salivary cortisol in the middle of the school day and cortisol slope from morning peak to evening were used as indicators of teachers' physiological stress, in addition to self-reported teaching-related stress. Teaching practices were observed with the ECCOM instrument. Students' math skills controlled for gender and previous skills were used as a measure of learning outcomes. Data were analysed with a two-level SEM. Teachers' physiological stress did not have an effect on teaching practices or students' math skills. Teachers reporting less stress used relatively more child-centred teaching practices compared with teacher-directed ones. These practices had a marginal effect on classroom-level differences in the gain of students' math skills in Grade 1. There was neither a direct nor indirect effect from teachers' stress on students' math skills. Altogether, our model explained 77% of classroom-level variance in math skills. Teachers' self-reported stress has an effect on their teaching practices, which, in turn, have a marginal effect on students' learning outcomes.

Content lecturer and quality interaction in EMI university classrooms: a longitudinal case study

ABSTRACT While ‘interactive’ and ‘student-centered teaching’ are becoming buzzwords when promoting international English Medium Instruction (EMI) tertiary programmes in non-Anglophone countries, studies found that fewer lecturers possessed the competencies needed to teach content subjects interactively. This longitudinal case study looked beyond content lecturers’ language proficiency, instead, addressing their interactional competencies based on the framework of ‘Quality Interaction in Pedagogy’. The objectives were (1) to explore the interaction-related problems and behavioural triggers experienced by an untrained EMI lecturer of political science, and (2) to empirically assess the framework by observing classroom interactions before and after teacher training. The main participant was a non-native English-speaking lecturer (n = 1) teaching undergraduate students (n = 62) enrolled in three separate courses at Japanese universities. The study found that the framework was useful for measuring the effectiveness of classroom interactions after teacher training. The results also suggested that its systematic application done by extending Initiation-Response-Feedback sequences or broadening teacher language functions could enhance the quality of teacher-student interactions in tertiary contexts. These measures make a conceptually robust framework to help bridge applied linguists and content specialists on the issue of interactivity in EMI.

Teacher-student interactions for enhanced learning in upper secondary mathematics classroom

<span>Interactive teaching practices in mathematics classrooms are encouraged to meet the learning potential. However, how it is applied in the classroom is still challenging. This paper uses evidence gathered from a large research project to contribute to the understanding of teacher-student interactions. It followed an interventional approach with two teachers and 82 students of two grade 11 classes from one school of Kayonza District in Rwanda. Data were collected through observations, video recordings, and field notes. Results revealed that there is a variety of ways to facilitate and keep interactive learning. These include asking purposeful questions and giving feedback. The quality of teacher facilitation (52%) and students' engagement (60%) were moderately high. However, there was little guidance from teachers in the problem-solving process and the classroom discourse. It is argued that the role of instructional language in communication hinders the quality of teacher-student interactions. This leads us to advise an exploration of language supportive pedagogy in the Rwandan context.</span>

Indirect effects of coaching on pre-K students' engagement and literacy skill as a function of improved teacher–student interaction

The present study is a secondary analysis of a randomized control trial that had established the causal impact of MyTeachingPartner (MTP) coaching for improving the quality of teacher-student interactions. This study reports auxiliary analyses of the extent to which MTP was associated indirectly with classroom engagement and literacy outcomes for pre-kindergarten (pre-K) students as a function of the association of dosage of MTP cycles with teacher-student interactions. The number of coaching cycles a teacher completed was examined as a predictor of teacher-student interactions, as were corresponding direct or indirect associations with students' early literacy outcomes. The significant indirect effects detected provided support for the premise that coaching can improve student outcomes as a function of improvements in teachers' behaviors with students. When exposed to more cycles of feedback regarding interactions, teachers demonstrated improvements in their emotionally supportive interactions with students, which in turn predicted greater increases in students' positive classroom engagement. No significant indirect associations were detected for literacy outcomes. This linkage of coaching inputs, teacher-student interaction, and students' increased engagement confirms the hypothesized effects and theory of change associated with MTP and of coaching more generally.

Značaj uvažavanja stilova učenja u nastavnom procesu - primer Kolbovog modela iskustvenog učenja

The aim of this paper is to point out the importance of knowing and respecting the learning styles in the teaching process through the presentation of Kolb's model of experiential learning. The goal is achieved at the theoretical level, using the method of theoretical analysis and content analysis techniques, starting from the analysis of concepts and classifications of learning styles in the most common learning theories, through different ways of respecting learning styles to Kolb's model of experiential learning. Knowledge of learning styles is of multiple importance for pedagogical theory and practice: the acquired knowledge contributes to better knowledge and understanding of students, their way of learning, the quality of teacher-student interaction, but also to shedding light on the causes of learning difficulties and preventing school failure.

INTERAKCIJSKO-KOMUNIKACIJSKI PROCES U NASTAVI I ŠKOLSKO POSTIGNUĆE UČENIKA

Razredna klima predstavlja jedan od bitnih faktora koji utiče na školsko postignuće učenika. Kako je reč o kompleksnom fenomenu koji uključuje brojne elemente, fokus u ovom radu stavljen je na interakcijsko-komunikacijski proces u nastavi. Cilj rada je da se kroz teorijsku analizu determinišu elementi interakcijsko-komunikacijskog procesa u nastavi koji doprinose poboljšanju školskog postignuća učenika, odnosno sprečavanju školskog neuspeha. Rezultati dosadašnjih istraživanja pokazuju da su u značajnoj meri vaspitni stil nastavnika i interpersonalna komunikacija elementi interakcijsko-komunikacijskog procesa koji utiču na školsko postignuće učenika. Iz tog razloga, u radu se najpre razmatraju ovi elementi, gde se poseban akcenat stavlja na verbalnu i neverbalnu komunikaciju, kao glavne odlike interpersonalne komunikacije u nastavnom procesu. Sledeći deo rada je posvećen prikazu rezultata dosadašnjih istraživanja o nivoima i vrstama interakcijske povezanosti u nastavi i njenog uticaja na školsko postignuća učenika. Zaključuje se da bi u nastavi trebalo da budu zastupljeni demokratski stil rukovođenja i podržavajuće-otvoreno-saradnička komunikacijska klima kroz koje bi nastavnik primereno koristio verbalnu komunikaciju i osvestio važnost praćenja i uvažavanja neverbalne komunikacije kako bi doprineo prevenciji, odnosno sprečavanju školskog neuspeha.

학생 참여 수학 수업에서 교사-학생 간의 상호작용에 대한 양적∙질적 분석

The purpose of this study was to analyze the quantity and quality of teacher-student interaction in student engagement mathematics classes. To achieve this goal, we observed the first semester classes of the first year of middle school by experienced teachers who conducted teaching methods that promote students’ engagement in classes for more than 20 years. All the classes observed during the semester were analyzed using the transcript data(44 classes). As a result of the analysis, mathematics classes in student engagement were similar in the extent of interaction between teachers and students, and half of the teacher discourses were characterized by revocing. And it was concluded that the strategies of regeneration within the teacher discourse structure enabled students to participate and contribute to the development of the mathematical discourse. In this way, analyzing the lessons of the whole semester with active student engagement and deriving research results, demonstrated the possibility of the generalization of teacher-student interaction patterns. Conversely provides concrete and practical ideas for the implementation of pedagogy that will promote student engagement in the future.

Creating Classroom Communities in Linguistically Diverse Settings: Teacher-Directed, Classroom-Level Factor Effects on Peer Dynamics

Employing a social capital framework, this study investigates teachers’ role in influencing the peer dynamics between English learners (ELs) and their non-EL peers. Participants include 713 students (211 EL students). Observed teacher-student interaction quality and teacher self-reports of their peer network management were used to operationalize the teacher-directed, classroom-level factors. Peer nominations of friendships within the classroom were used to operationalize students’ same-language-status (bonding capital) and cross-language-status (bridging capital) friendships. Multilevel models reveal teachers’ reported practices and observed interaction quality account for a small proportion of the variance in students’ bridging and bonding relationships at the classroom level overall, but with differential effects for EL and non-EL students. For example, in classrooms with greater reported use of bonding practices, EL students reported more bonding and fewer bridging friendships in the fall, and showed relatively less fall-to-spring growth in bridging friendships. Implications for future research and teacher training are discussed.

Children's school readiness skills across the pre-K year: Associations with teacher-student interactions, teacher practices, and exposure to academic content

The present study reports associations between features of directly observed classroom processes and school readiness skills across the academic year for 1498 children enrolled in publicly funded pre-K programs in a large and diverse county. In models adjusting for a range of child and family covariates, evidence was detected for the separate, and on occasion additive, associations of several classroom process features with children's skills – overall quality of teacher-student interaction, teachers' direct involvement in educational activities, the rigor of those activities in terms of difficulty, and children's exposure to academic content. Associations were not widespread or large, and overall children's performance appeared to increase modestly when classrooms were more educationally focused and structured, and teachers were supportive and responsive as they were involved with children. Results are discussed in light of efforts to improve the benefits of pre-K programs on children's learning.

Executive Functions Can Be Improved in Preschoolers Through Systematic Playing in Educational Settings: Evidence From a Longitudinal Study.

This study aimed to test the impact of play on the development of executive functions (EFs) in preschoolers. Thirty-two games were designed to be collectively played in groups by 70 children, in their regular classes. The games were specifically designed to promote the development of the three components of EFs: inhibition (behavioral or cognitive), working memory, and cognitive flexibility. The games focused on each function were of three types: playground games, expression games, and classroom games. Sixty 45 min play sessions were held on consecutive days for 3 months, always in the first period. The sessions were guided by two members of the research team, assisted by the four teachers of the participating classes. The intervention was carried out in two highly socially vulnerable schools in the city of Santiago de Chile. Four classes were studied in total: two experimental groups and two controls. The classes were selected using a questionnaire on teacher-student interaction quality and an age homogeneity criterion. EFs were evaluated using the Hearts and Flowers task at three points: before the intervention (T1), immediately after the end of the intervention (T2), and 8 months after the end of the intervention (T3). The results show a significant difference in the growth of EFs by comparing the experimental and control groups (p = 0.04) between T1 and T3. They also reveal a strong correlation between EFs measures at T1 and mathematics performance at T3. These results are discussed within the context of the guidelines proposed by Diamond and Ling (2016) and Barnett (2011) regarding what an EFs promotion program needs to be considered effective and high quality. The program presented in this study meets most of the requisites mentioned by the authors, which proves that following these guidelines guarantees a high probability of success.

Special Education Teachers’ Narratives and Attachment Style: Associations with Classroom Emotional Support

Classroom climate, especially emotional support in the classroom, shapes children’s academic performance and socioemotional adjustment. This study focused on special education classrooms and examined two factors that may be associated with emotional support in the classroom, teachers’ attachment style and teachers’ perception of their teaching experiences as reflected in their narratives. Data were gathered from 40 special education elementary school classrooms and their teachers. Emotional support, in terms of positive climate, negative climate, teacher sensitivity and regard for students’ perspective, was assessed using the Classroom Assessment Scoring System – K-3. Teachers completed the Experience in Close Relationships Scale to evaluate their avoidant and anxious attachment styles. Teachers’ narratives on their teaching experiences were elicited using the Five-Minute Speech Sample procedure. FMSSs were coded for complexity and negative valence. Avoidance and lower complexity and negative valence of teachers’ narratives were associated with lower positive climate in their classrooms. In addition, avoidance and negative valence of teachers’ narratives were related to lower teacher sensitivity, and negative valence of the narratives was associated with lower regard for students’ perspective. Teachers’ attachment style and their perception of their teaching experiences may be important targets for future research to refine the understanding of the quality of teacher-student interactions and inform teachers’ training and supervision programs.

Conversational Style and Early Academic Language Skills in CLIL and Non-CLIL Settings: A Multilingual Sociopragmatic Perspective

As academic language skills develop, young learners are able to rise to the challenge of increasingly complex communication in increasingly formal settings (Snow, 2014; Uccelli et al., 2015). Studies suggest that CLIL contexts may favour the development of academic language skills (Dalton-Puffer, 2007; Nikula, 2007; Marsh, 2008; Pasqual Peña, 2010) to a greater extent than non-CLIL contexts. However, research that attempts to test this assumption has so far tended to do so from a pragmalinguistic perspective (Lorenzo & Rodríguez, 2014; Lorenzo, 2017). This paper takes a sociopragmatic approach to exploring the differences between CLIL and non-CLIL contexts regarding how they facilitate the development of early academic language skills. That is, how the communicative intentions that underlie CLIL and non-CLIL classroom discourse may help or hinder the development of such skills. The data were collected by observing classroom discourse in CLIL and EFL primary-school lessons, in Spanish-based and Catalan-based linguistic models. The method followed was to apply a taxonomy of the sociopragmatic level of academic language (Henrichs, 2010) to determine the quality of the conversational style and intersubjective cooperation found in the discourse. The results indicate that CLIL classroom discourse is characterised by the sort of conversational style that facilitates the development of academic language skills. However, in terms of intersubjective cooperation the results are somewhat inconclusive. Based on these results, the study suggests raising awareness of the role of conversational style in classroom discourse so as to boost the quality of teacher-student interactions in primary-school CLIL contexts and, thus, contribute to an identified need for continuous improvement of CLIL pedagogies and teacher training (Lorenzo, 2007; de Graaff et al., 2007).

Middle School Teachers’ Mindfulness, Occupational Health and Well-Being, and the Quality of Teacher-Student Interactions

Building upon contemporary models of teaching that suggest that teachers’ own well-being is related to their classroom practice and student outcomes, we examined whether middle school teachers’ mindfulness skills were related to their concurrent occupational health and well-being (job stress, occupational burnout, and depressive and anxiety symptoms), and quality of their interactions with students in their “most stressful” class during the school day. Multivariate regression analyses of 58 middle school teachers indicated that teacher mindfulness was significantly associated with lower levels of job stress, occupational burnout, and depressive and anxiety symptoms; and higher levels of observers’ ratings of teachers’ emotionally supportive interactions with students in their most stressful classroom. Occupational burnout, in contrast, was negatively related to observers’ ratings of emotional support and organization in the classroom. Results suggest individual differences in middle school teachers’ mindfulness may affect their interactions with students in the middle school classroom directly and through reductions in burnout, though longitudinal studies of these relations are needed. Findings are discussed in relation to intervention efforts to improve teacher mindfulness through training in order to support occupational health and well-being, improve the quality of teacher-student interactions in the classroom, and increase student engagement and learning.

Opportunities and Challenges of Implementing Instructional Games in Mathematics Classrooms: Examining the Quality of Teacher-Student Interactions During the Cover-up and Un-cover Games

This study explored the design and implementation of the Cover-up and Un-cover games, two manipulative-based fraction games, in 14 fifth-grade classrooms. We examined how the fraction concepts were integrated into the game design and explored the nature of teacher-student interactions during games using lesson videos. Our examination showed that interactions focused on game progress, rules, and turn taking with little exploration of strategies or the underlying mathematics. To compare the quality of teacher-student interactions during games with interaction quality during other instructional activities, we coded 5 videotaped lessons from each of the 14 classrooms. Statistical results from a dependent t test indicated that teacher-student interactions were of statistically significant lower quality during games than during non-game segments with similar instructional purpose. Teachers might benefit from additional curriculum support and training to implement games as rich mathematical learning opportunities.

“She Calls Me by My Last Name”: Exploring Adolescent Perceptions of Positive Teacher-Student Relationships

Interpersonal relationships during adolescence can be powerful avenues for personal development. As school is a universal context for youth, positive teacher-student relationships (TSRs) are one potential source for such developmentally promotive relationships. Unfortunately, research has shown a decline in the quality of teacher-student interactions as students progress through PK-12, which suggests a missed developmental opportunity. More research is needed to identify factors that contribute to positive TSRs, especially during adolescence. Utilizing qualitative methods, this study explores adolescent perceptions of TSRs in order to identify and understand key interactions and characteristics of high-quality, positive TSRs. We identified two overarching themes that emerged from our qualitative analysis: teacher noticing and teacher investment. Within these themes, we also examined the role of “free” and “same-level” conversations in promoting positive TSRs. Our findings contribute to research aimed at understanding specific processes that occur within positive youth-adult relationships. Specifically, we find promise in key teacher-student interactions that fulfill adolescents’ developmental needs including autonomy, competence and connection. Our findings emphasize the importance of the student perspective and that capitalizing on positive TSRs during adolescence can be a powerful way to promote positive youth development.

Crenças de Crianças e Professoras sobre a “Boa Professora”

A escola é um dos locais onde as crianças passam grande parte do seu tempo, sendo um dos principais contextos de socialização na infância. Assim, observa-se a relevância de investigar as relações que ocorrem nesse ambiente, tais como a interação professor-aluno, visto que o professor é o adulto que fica a maior parte do tempo com a criança, organiza e estrutura as atividades diárias e faz a mediação entre pares. O presente estudo buscou investigar crenças de crianças e professoras sobre “o que é ser uma boa professora”. Participaram do estudo 83 crianças e cinco professoras do quinto ano do ensino fundamental de uma escola pública de uma cidade no interior do Paraná. Os alunos responderam em uma folha essa questão, enquanto as professoras participaram de entrevista semiestruturada. Os resultados mostram que características relacionadas à responsividade, incluindo, afeto, apoio, participação e qualidade na comunicação, são mais citadas tanto por alunos quanto por professoras, seguido da importância de limites e regras. Conclui-se pela importância de estudos acerca do tema, pois a qualidade da interação professor-aluno pode repercutir de diversas formas na vida dos envolvidos.

Education Quality and Teaching Practices

This paper uses a RCT to estimate the effectiveness of guided instruction methods as implemented in under-performing schools in Chile. The intervention improved performance substantially for the first cohort of students, but not the second. The effect is mainly accounted for by children from relatively higher income backgrounds. Based on the CLASS instrument we document that quality of teacher-student interactions is positively correlated with the performance of low income students; however, the intervention did not affect these interactions. Guided instruction can improve outcomes, but it is a challenge to sustain the impacts and to reach the most deprived children.Institutional subscribers to the NBER working paper series, and residents of developing countries may download this paper without additional charge at www.nber.org.