دانلود و نمایش مقالات مرتبط با classroom interaction::صفحه 1
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نتیجه جستجو - classroom interaction

تعداد مقالات یافته شده: 7
ردیف عنوان نوع
1 Becoming Entangled: An Analysis of 5th Grade Students Collaborative Multimodal Composing Practices
گرفتار شدن: یک تحلیل روی روشهای حروف چینی چند حالتی مشارکتی دانش آموزان درجه پنجم-2018
This qualitative study explores the ways in which artifacts, spaces, and structures became entangled as two fifth-grade students collaboratively composed multimodal responses to literature (e.g., videos and PowerPoints). Data sources included video and audio recordings of classroom interactions, students’ multimodal compositions, artifacts from the composing process, screen recordings, in-process and final student interviews, surveys, and instructional artifacts. Through an integrated analysis of students’ collaborative composing processes and products, this study traces the material, personal, and interactional resources that students navigate as they compose—and presents a description of how students take on a variety of interactional roles in the creation of their joint work. The findings of this study can be used to shape our understanding of young adolescents’ collaborative multimodal composing practices for academic purposes.
keywords: Multimodal composing| Collaboration| Adolescent literacy| Digital literacy| New literacies
مقاله انگلیسی
2 Integrating disciplinary-specific genre structure in discourse strategies to support disciplinary literacy
یکپارچه سازی ساختار موضوعات علمی در راهبرهای بحث جهت حمایت از سواد دانشگاهی-2018
Classroom discourse plays an important role in shaping how students learn science in the classroom. Past research has examined how content area teachers use a variety of generic discourse strategies to foster classroom interaction and content mastery. However, few have focused on how teachers’ discourse strategy can be used in more specific ways to build subject-specialized genres of the discipline, such as scientific explanation. The purpose of this study is to examine how science teachers integrate disciplinary-specific genres in their discourse strategies to engage their students in thinking about the conceptual and epistemic aspects of the discipline. Through a three-year design research, four science teachers learned a genre-based instructional method designed to explicitly teach students how to construct scientific explanations. Lesson observations from these teachers before and after they learned the genre-based instruction were video-recorded and analyzed. It was found that with the incorporation of the genre-based instructional method, a discourse strategy that we call meta-discoursing was employed in new ways to facilitate the teaching of the explanation genre. Using multiple exemplars, we describe the ways in which this discourse strategy was enacted in tandem with the genre-based instructional method to facilitate disciplinary literacy through classroom talk.
keywords: Disciplinary literacy| Scientific explanation| Genre|Classroom discourse strategies| Metadiscourse| Metalanguage
مقاله انگلیسی
3 Subversive questions for classroom turn-taking traffic management
پرسش خرابکارانه برای گرفتن وقت کلاس مدیریت ترافیک-2017
This paper uses conversation analysis to document countering actions taken by a teacher for turn-taking traffic management in the classroom institutional settings. Adopting the notions of ‘‘parallel activity’’ and ‘‘subversion,’’ I introduce a particular teachers accounting practice that was used to curtail potentially disruptive activity among students. The data for the study come from 20 h of video recordings collected from a Japanese public junior high school classroom. Analysis of the videotaped classroom interactions revealed the use of a specific interactional practice, viz., the teachers use of subversive questions to put an end to parallel activity among students without forcefully asking them to desist. Since subversive questions are designed to reflect the sequential environment of the central activity and take different forms depending on it, students who can answer teachers subversive questions thereby evidence their previous participation in the central activity, and hence the teacher closes the sequence with positive feedback. In contrast, students who are not able to answer the subversive questions evidence their lack of participation in the central activity and receive reprimand. These findings contribute to the literature on classroom interaction from the turn-taking traffic management point of view.
Keywords: Conversation analysis | Classroom interaction | Central activity | Parallel activity | Subversive question | Accountability
مقاله انگلیسی
4 Comparing acceptance and rejection in the classroom interaction of students who stutter and their peers: A social network analysis
مقایسه پذیرش و رد در تعامل کلاس درس دانشجویانی ک همتایان انها لکنت زبان دارند: یک تحلیل شبکه اجتماعی-2017
Purpose: Recent work has reported adverse effects of students’ stuttering on their social and emotional functioning at school. Yet, few studies have provided an in-depth examination of classroom interaction of students who stutter (SWS). The current study uses a network perspective to compare acceptance and rejection in the classroom interaction between SWS and their peers in secondary education. Methods: The sample comprised 22 SWS and 403 non-stuttering peers (22 classes) of sec ondary education in Flanders (Belgium). Students’ nominations regarding three acceptance and three rejection criteria were combined. Social network analysis offered procedures that considered direct and indirect interaction between all classmates. Results: We found few significant differences: SWS and their peers were distributed simi larly across positive and negative status groups. Both considered and were considered by, on average, six or seven classmates as ‘a friend’, who they liked and could count on, and nominated or were nominated by one or two classmates as ‘no friend’, somebody who they disliked and could not count on. On average, SWS and their classmates also did not differ in terms of structural position in the class group (degree, closeness and betweenness), recip rocated rejection, and clique size. However, SWS do tend to be slightly more stringent or more careful in nominating peers, which led to fewer reciprocated friendships. Conclusion: Our results suggest that SWS are quite accepted by peers in secondary education in Flanders. Such positive peer interaction can create a supportive and encouraging climate for SWS to deal with specific challenges.
Keywords: Stuttering | Secondary education | Social network analysis | Classroom interaction
مقاله انگلیسی
5 Focusing on teacher–student interactions eliminates the negative impact of students’ disruptive behavior on teacher perceptions
با تمرکز بر روابط معلم و دانش آموز تاثیر منفی رفتار مخرب دانش آموزان درباره درک معلم از بین می برد-2015
This study tests the impact of a randomly assigned professional development coaching intervention (MyTeachingPartner-Secondary; MTP-S) on teacher projections of their students’ educational attainment. Results indicate that students who report more behavior problems in the Fall of the academic year are projected by teachers to have lower future educational attainment in the Spring of the academic year. However, analyses further indicate that participation in the MTP-S intervention moderates the association between Fall student behavior problems and teachers’ Spring projections for student attainment, such that this link is not significant for students in classrooms where the teacher is participating in MTP-S. In fact, results indicate that teachers who participate in the intervention project better educational attainment for their students than teachers who are in a business-as-usual control condition, regardless of their students’ behavior. Findings are discussed in terms of the role that interventions targeting classroom interactions may play in altering teachers’ internal view of students, thus ultimately promoting adolescent development.
Keywords: Adolescent development | behavior problems | high school | relationship quality | school environment | secondary school
مقاله انگلیسی
6 باور واقعی معلم در مورد تعامل در کلاس و تمرینات واقعی و عملی مربوط به آن: یک تحقیق کیفی روی معلمین انگلیسی زبان و غیر انگلیسی زبان در عملکرد کلاسی
سال انتشار: 2013 - تعداد صفحات فایل pdf انگلیسی: 5 - تعداد صفحات فایل doc فارسی: 7
فعالیت های کلاسی نقش بسیار عمده و مهمی در فرآیندفراگیری زبان دوم(SLA) دارد و در بالا بردن ظرفیت یادگیری دانش آموزان تاثیر بسیار مهمی دارد. ار آنجائیکه تعامل در بطن ارتباطات و تدریس از طریق ارتباط قرار دارد، معلمین باید از امکانات موجود در کلاس و نحوه استفاده از آنها برای بر قراری چنین ارتباطی آگاه باشند. این مقاله به بررسی میزان پایبندی معلمین به روش های ارتباطی و بکار گیری از آنها در کلاس به صورت عملی می پردازد. یافته های این مقاله اشاره به نوعی تناقض بین باور های معلمین و کارهای عملی آنان در کلاس دارد که به بررسی آن می پردازیم.
لغات کلیدی: تعامل در کلاس | سوالات معلم | استفاده از زبان مادری | استراتژی های مذاکره ای
مقاله ترجمه شده
7 چرخه های یاددهی - یادگیری در رویکرد ساخت و سازگرا به تدریس
سال انتشار: 2008 - تعداد صفحات فایل pdf انگلیسی: 22 - تعداد صفحات فایل doc فارسی: 46
این مطالعه تلاش می کند تا اطلا عات جمع آوری شده در مدل های مفهومی را تجزیه و تحلیل و ترکیب نمایدکه درتدریس ویادگیری در طی تحقیق های مبتنی بر پروژه های اساسی استفاده می شود و یک ساختار جدیدی برای سازماندهی کلاس وفعالیت های کلاس در طی مطالعات تطبیقی شان پیشنهاد نماید.مدل IMSTRA شامل 3 مرحله عمومی می باشد. (غوطه وری ،ساختار ،تقاضا )که هر یک 2 زیر گروه دارند که محسوس ترین نقش برای معلم ود انش آموز محسوب میشوند. 2 مورد مطالعاتی،یکی برای ریاضیات در کلاس 9 ، ودیگری دررابطه با علوم در کلاس 3 ،نشان میدهد چگونه مدل ها می توانند در مدرسه تحقیقات واقعی درکلاس های عادی را سوق بدهند و آماده کنند. ورای پیشنهاد ابتدایی، مدل IMSTRAمی تواندکه بعنوان یک وسیله قدرتمند وپیشرفته درتولید کتاب های ریاضیات ،برای توسعه تدریس واحد های درس از طریق آموزش از راه دور استفاده بشود
کلید واژه ها: تحقیق | فعالیت یادگیری | آموزش و يادگيري | نمونه‌هاي تدريس | نقش معلم
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