The Experts below are selected from a list of 123432 Experts worldwide ranked by ideXlab platform
Tashia Abry - One of the best experts on this subject based on the ideXlab platform.
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to what extent do teacher Student Interaction quality and Student gender contribute to fifth graders engagement in mathematics learning
Journal of Educational Psychology, 2015Co-Authors: Sara E Rimmkaufman, Alison E Baroody, Ross Larsen, Timothy W Curby, Tashia AbryAbstract:This study examines concurrent teacher–Student Interaction quality and 5th graders’ (n = 387) engagement in mathematics classrooms (n = 63) and considers how teacher–Student Interaction quality relates to engagement differently for boys and girls. Three approaches were used to measure Student engagement in mathematics: Research assistants observed engaged behavior, teachers reported on Students’ engagement, and Students completed questionnaires. Engagement data were conducted 3 times per year concurrent with measures of teacher–Student Interaction quality. Results showed small but statistically significant associations among the 3 methods. Results of multilevel models showed only 1 significant finding linking quality of teacher–Student Interactions to observed or teacher-reported behavioral engagement; higher classroom organization related to higher levels of observed behavioral engagement. However, the multilevel models produced a rich set of findings for Student-reported engagement. Students in classrooms with higher emotional support reported higher cognitive, emotional, and social engagement. Students in classrooms higher in classroom organization reported more cognitive, emotional, and social engagement. Interaction effects (Gender × Teacher–Student Interaction quality) were present for Student-reported engagement outcomes but not in observed or teacher-reported engagement. Boys (but not girls) in classrooms with higher observed classroom organization reported more cognitive and emotional engagement. In classrooms with higher instructional support, boys reported higher but girls reported lower social engagement. The discussion explores implications of varied approaches to measuring engagement, interprets teacher–Student Interaction quality and gender findings, and considers the usefulness of Student report in understanding Students’ math experiences.
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the influence of fidelity of implementation on teacher Student Interaction quality in the context of a randomized controlled trial of the responsive classroom approach
Journal of School Psychology, 2013Co-Authors: Tashia Abry, Sara E Rimmkaufman, Ross Larsen, Alexis J BrewerAbstract:Abstract This study examined the direct and indirect effects between training in the Responsive Classroom® (RC) approach, teachers' uptake of RC practices, and teacher–Student Interaction quality, using a structural equation modeling framework. A total of 24 schools were randomly assigned to experimental or control conditions. Third- and fourth-grade teachers in treatment schools (n = 132) received training in the RC approach, whereas teachers in control schools (n = 107) continued “business as usual.” Observers rated teachers' fidelity of implementation (FOI) of RC practices 5 times throughout the year using the Classroom Practices Observation Measure. In addition, teachers completed self-report measures of FOI, the Classroom Practices Teacher Survey and Classroom Practices Frequency Survey, at the end of the school year. Teacher–Student Interactions were rated during classroom observations using the Classroom Assessment Scoring System. Controlling for teachers' grade level and teacher–Student Interaction quality at pretest, RC training was expected to predict posttest teacher–Student Interaction quality directly and indirectly through FOI. Results supported only a significant indirect effect, β = 0.85, p = .002. Specifically, RC teachers had higher levels of FOI of RC practices, β = 1.62, p
Sara E Rimmkaufman - One of the best experts on this subject based on the ideXlab platform.
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to what extent do teacher Student Interaction quality and Student gender contribute to fifth graders engagement in mathematics learning
Journal of Educational Psychology, 2015Co-Authors: Sara E Rimmkaufman, Alison E Baroody, Ross Larsen, Timothy W Curby, Tashia AbryAbstract:This study examines concurrent teacher–Student Interaction quality and 5th graders’ (n = 387) engagement in mathematics classrooms (n = 63) and considers how teacher–Student Interaction quality relates to engagement differently for boys and girls. Three approaches were used to measure Student engagement in mathematics: Research assistants observed engaged behavior, teachers reported on Students’ engagement, and Students completed questionnaires. Engagement data were conducted 3 times per year concurrent with measures of teacher–Student Interaction quality. Results showed small but statistically significant associations among the 3 methods. Results of multilevel models showed only 1 significant finding linking quality of teacher–Student Interactions to observed or teacher-reported behavioral engagement; higher classroom organization related to higher levels of observed behavioral engagement. However, the multilevel models produced a rich set of findings for Student-reported engagement. Students in classrooms with higher emotional support reported higher cognitive, emotional, and social engagement. Students in classrooms higher in classroom organization reported more cognitive, emotional, and social engagement. Interaction effects (Gender × Teacher–Student Interaction quality) were present for Student-reported engagement outcomes but not in observed or teacher-reported engagement. Boys (but not girls) in classrooms with higher observed classroom organization reported more cognitive and emotional engagement. In classrooms with higher instructional support, boys reported higher but girls reported lower social engagement. The discussion explores implications of varied approaches to measuring engagement, interprets teacher–Student Interaction quality and gender findings, and considers the usefulness of Student report in understanding Students’ math experiences.
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the influence of fidelity of implementation on teacher Student Interaction quality in the context of a randomized controlled trial of the responsive classroom approach
Journal of School Psychology, 2013Co-Authors: Tashia Abry, Sara E Rimmkaufman, Ross Larsen, Alexis J BrewerAbstract:Abstract This study examined the direct and indirect effects between training in the Responsive Classroom® (RC) approach, teachers' uptake of RC practices, and teacher–Student Interaction quality, using a structural equation modeling framework. A total of 24 schools were randomly assigned to experimental or control conditions. Third- and fourth-grade teachers in treatment schools (n = 132) received training in the RC approach, whereas teachers in control schools (n = 107) continued “business as usual.” Observers rated teachers' fidelity of implementation (FOI) of RC practices 5 times throughout the year using the Classroom Practices Observation Measure. In addition, teachers completed self-report measures of FOI, the Classroom Practices Teacher Survey and Classroom Practices Frequency Survey, at the end of the school year. Teacher–Student Interactions were rated during classroom observations using the Classroom Assessment Scoring System. Controlling for teachers' grade level and teacher–Student Interaction quality at pretest, RC training was expected to predict posttest teacher–Student Interaction quality directly and indirectly through FOI. Results supported only a significant indirect effect, β = 0.85, p = .002. Specifically, RC teachers had higher levels of FOI of RC practices, β = 1.62, p
Mary P. Lahman - One of the best experts on this subject based on the ideXlab platform.
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Online Discussion, Student Engagement, and Critical Thinking
Journal of Political Science Education, 2011Co-Authors: Leonard Williams, Mary P. LahmanAbstract:Recent research into the merits of online discussion (computer-mediated communication) has shown that it promotes active learning behaviors and enhances learner outcomes. Scholars have also shown that, when instructors employ effective questioning and moderating skills, Students can show higher levels of critical thinking in online discussion. In an investigation that merged and refined content analysis protocols in order to identify the effects of such factors as Student GPA and type of course upon Student engagement and Student critical thinking, our findings substantiate a link between Student Interaction and critical thinking. When Students engage one another in online discussions in a focused way, their capacity for reasoned discourse becomes more evident.
Carsten Ullrich - One of the best experts on this subject based on the ideXlab platform.
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a social network analysis perspective on Student Interaction within the twitter microblogging environment
International Conference on Advanced Learning Technologies, 2010Co-Authors: Karen Stepanyan, Kerstin Borau, Carsten UllrichAbstract:This paper summarises the analyses of participant Interaction within the Twitter microblogging environment. The study employs longitudinal probabilistic social network analysis (SNA) techniques to identify the patterns and trends of network dynamics. It explores the associations of Student achievement records with the observed network. The results indicate tendencies towards: [i] reciprocal Interaction, and [ii] adoption of a selective approach in communication over time, implying that Students tend to communicate with fewer peers over time. The evaluations that examine achievement score attributes indicate [iii] network homogeneity and popularity effects associated to achievement scores – suggesting greater Interaction among Students of similar levels and more attention to higher achieving Students.
Janneke Van De Pol - One of the best experts on this subject based on the ideXlab platform.
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scaffolding Student learning a micro analysis of teacher Student Interaction
Learning Culture and Social Interaction, 2013Co-Authors: Janneke Van De Pol, Ed ElbersAbstract:Abstract Teacher scaffolding and more specifically, support that is adapted to or contingent upon a Student's understanding, is considered effective in promoting Student learning. Increasing control upon a Student's failures, decreasing control upon a Student's successes and keeping the degree of control the same in the case of partial Student understanding are considered contingent support which provides an appropriate level of challenge. However, these theoretical premises have not yet been tested in classroom situations. The main goal of this study was to investigate different patterns of contingency and to explore how contingency affects Student learning. Twenty-two pre-vocational teachers' lessons were analysed regarding contingency and Student learning, using micro-analysis. The results show that: (1) if the initial Student understanding is poor, contingent support results in increased Student understanding, and (2) teachers seldom underestimated Students' understanding but often overestimated Students' understanding. Contingent support can be effective and future research should focus on facilitating teachers in learning how to correctly diagnose Students' understanding.
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patterns of contingent teaching in teacher Student Interaction
Learning and Instruction, 2011Co-Authors: Janneke Van De Pol, M L L Volman, J J BeishuizenAbstract:Abstract The present study aimed at investigating the process of scaffolding in a naturalistic setting with focus on a key aspect of scaffolding, namely contingency. Three Social Studies teachers in innovative prevocational schools were observed and interviewed. A coding scheme for the measurement of scaffolding was developed which revealed different patterns of contingent and non-contingent teaching amongst the teachers. In general these teachers of innovative schools showed little contingent teaching. Not adapting the support to Students' current understanding and barely diagnosing the Students' understanding appeared to be characteristic of this scarcity of non-contingent teaching.
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scaffolding in teacher Student Interaction a decade of research
Educational Psychology Review, 2010Co-Authors: Janneke Van De Pol, M L L Volman, J J BeishuizenAbstract:Although scaffolding is an important and frequently studied concept, much discussion exists with regard to its conceptualizations, appearances, and effectiveness. Departing from the last decade's scaffolding literature, this review scrutinizes these three areas of scaffolding. First, contingency, fading, and transfer of responsibility are discerned in this review as the three key characteristics of scaffolding. Second, an overview is presented of the numerous descriptive studies that provided narratives on the appearances of scaffolding and classifications of scaffolding strategies. These strategies are synthesized into a framework for analysis, distinguishing between scaffolding means and intentions. Third, the small number of effectiveness studies available is discussed and the results suggest that scaffolding is effective. However, more research is needed. The main challenge in scaffolding research appears to be its measurement. Based on the encountered and described measurement problems, suggestions for future research are made.
