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Leading the way: the relationships between effective teachers' interactions with their students and their students' interactions with each other in two multi-grade parochial classrooms

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Date Issued:
2012
Summary:
The qualitative research study examined the teacher-student and student-student interactions that took place in two elementary parochial classrooms staffed by teachers nominated as effective by their supervisors. The study also examined relationships, similarities and differences between the teacher-student and student-student interactions. Qualitative data were collected including classroom observations, interviews with teachers, and focus group interviews with students. Results indicated that effective teachers supported their students organizationally through well-organized learning environments ; instructionally by using a variety of instructional scaffolds, strategies and materials while holding students accountable for their learning ; and emotionally by meeting students' needs for belonging and safety. Student-student instructinal and emotional supports reflected most of the elements of teacher-student organizational, instructional and emotional supports but also included some negative interactions not present in teacher-student interactions. Implications for classroom practice, public policy and further research in classroom interactions are given.
Title: Leading the way: the relationships between effective teachers' interactions with their students and their students' interactions with each other in two multi-grade parochial classrooms.
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Name(s): Stephens, Eudora A.
College of Education
Department of Curriculum, Culture, and Educational Inquiry
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 2012
Publisher: Florida Atlantic University
Physical Form: electronic
Extent: xii, 216 p. : ill. (some col.)
Language(s): English
Summary: The qualitative research study examined the teacher-student and student-student interactions that took place in two elementary parochial classrooms staffed by teachers nominated as effective by their supervisors. The study also examined relationships, similarities and differences between the teacher-student and student-student interactions. Qualitative data were collected including classroom observations, interviews with teachers, and focus group interviews with students. Results indicated that effective teachers supported their students organizationally through well-organized learning environments ; instructionally by using a variety of instructional scaffolds, strategies and materials while holding students accountable for their learning ; and emotionally by meeting students' needs for belonging and safety. Student-student instructinal and emotional supports reflected most of the elements of teacher-student organizational, instructional and emotional supports but also included some negative interactions not present in teacher-student interactions. Implications for classroom practice, public policy and further research in classroom interactions are given.
Identifier: 835906662 (oclc), 3359155 (digitool), FADT3359155 (IID), fau:4053 (fedora)
Note(s): by Eudora A. Stephens.
Thesis (Ph.D.)--Florida Atlantic University, 2012.
Includes bibliography.
Mode of access: World Wide Web.
System requirements: Adobe Reader.
Subject(s): Classroom environment
Effective teaching
Communication in education
Teacher-student relationships
Interaction analysis in education
Social interaction in children
Held by: FBoU FAUER
Persistent Link to This Record: http://purl.flvc.org/FAU/3359155
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU