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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
- 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 |
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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. |
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Subject(s): |
Classroom environment Effective teaching Communication in education Teacher-student relationships Interaction analysis in education Social interaction in children |
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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 |