Browsing by Subject "Teacher-student relationships"
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Item Addressing the social nature of how students learn and teachers teach : promoting healthy socioemotional development and academic success in the classroom(2009-08) Ice, Charlotte Lee; Schallert, Diane L.; Svinicki, MarillaThis report will illustrate the positive and negative aspects of the social nature of learning through a review of sociocultural related research. In consideration of the billion dollar issues associated with the current state of students’ mental health, and the poor educational experiences of low income students, it seems the current focus on academic achievement in isolation, isn’t working. Socioemotional elements underlie the cognitive processes involved in all higher levels of thinking and problems solving. From a sociocultural perspective, for optimal learning to occur, teachers and students must establish positive affective relationships. Through greater understanding of effective teaching practices that consider the socioemotional elements involved learning, and universal interventions promoting positive child and youth development, schools can promote children’s social and emotional wellbeing while simultaneously improving academic achievement.Item High school English learners and college-going : three stories of success(2011-05) Moon, Daniel Louis; Callahan, Rebecca M.; Sardegna, Veronica G.Recent research suggests that the college-going trajectories of English language learners (ELLs) may be improved by focusing on their academic abilities rather than their English limitations; that ELLs are capable of high-track, college preparatory coursework. Most research draws on feedback or observations of current high school students. This qualitative study uses semi-structured interviews to elicit retrospective perspectives of three Latina college students placed in English as a second language (ESL) during high school. These three former ELLs were able to navigate from ESL courses to higher-track, advanced placement (AP) courses, which prepared them for college. Results suggest that relatively short times spent in ESL may positively influence ELLs’ access to college preparatory coursework and integration with native English speaking (NES) peers who possess college-going social capital. Results also suggest that ELLs’ perceptions of teachers’ high expectations and college-going assistance may provide important social capital facilitating ELLs’ access to higher-tracks and college.Item Interactions between teachers and students with learning disabilities in general education classrooms(2004) Boardman, Alison Gould; Schallert, Diane L.Traditionally, research on students with disabilities has focused on an individual difference model. More recently however, to elucidate the conditions and contexts under which students develop academically and socially, researchers have begun to call for models of study that employ a sociocultural theory perspective. Sociocultural theory is based on the notion that children learn through participation in social contexts. Accordingly, the type and amount of contact - most importantly the “talk” - that takes place between the teacher and the student seems to have strong implications for academic and social success at school. This relationship is particularly important for students with disabilities. The purpose of this study was to contribute to an understanding of the interactions between general education teachers and students with learning disabilities as they relate to participation in the learning community of the general education classroom. Qualitative methods were used to guide the observations and analyses of four fifth-grade teachers and three target students in each classroom, one student with a learning disability, one low-achieving student, and one average-achieving student, over a two-month period. Data collection included discourse analysis of interactions between teachers and target students, interviews with teachers, and teachers’ selfreflections throughout the study. Results indicated that teachers had a higher rate of interactions with students with LD than with other target student groups. However, despite the amount of time that teachers spent talking to students with LD, the quality of most interactions, in terms of their ability to increase learning, was judged to be low. In addition, while teachers reported that they learned more about the target students and became more attuned to their individual needs during a trial intervention, classroom observations and analysis of classroom talk demonstrated that teachers did not change either the quantity or quality of interactions with students with LD. A model for understanding the teacher negotiation of LD students’ integration into the learning environment was developed and supported by the following themes: teacher beliefs, classroom practice, student response, and teacher perception of student success. The value of teacher-student interactions in terms of both student outcomes and teacher motivation to work with students who struggle to succeed are discussed.Item Millennial students' and faculty's perceptions of a new generation of learning classrooms(2007-12) García, Linda Lorraine, 1979-; Roueche, John E.Today's higher education institutions are experiencing a different type of student population from previous years. They are known as gadget fanatics, social networkers, Internet enthusiasts, optimists, multitaskers, and inductive learners. Their viewpoints and aptitudes about technology and the Internet differ from others who rarely use it (Oblinger, 2003; Frand 2000). This population will present many challenges to American postsecondary institutions. Facilities, faculty, and curriculum will not be prepared to address their habits and expectations. They are called the Millennials. In an effort to start addressing the educational needs of the Millennial student population, postsecondary institutions must transition from the "old generation of learning" to the "new generation of learning" (Milliron, 2006). The purpose of the study is to explore the Millennial students' and faculty's perceptions of a new generation of learning classrooms. There were five research questions for this study: (1) What are the perceptions of a new generation of learning classrooms by Millennial students? (2) How do Millennial students relate to a new generation of learning classrooms? (3) What are the perceptions of a new generation of learning classrooms by faculty? (4) How do faculty relate to a new generation of learning classrooms? and (5) How Millennial students' and faculty's perceptions on the new generational of learning classrooms compare? Since this was a qualitative study, the Interactive Qualitative Analysis (Northcutt & McCoy, 2004) was the research design utilized to collect and analyze data that answered the research questions. A purposive sample for this study included a total of 47 participants: 26 Millennial students and 21 faculty members. One component of the research design involved focus groups for the Millennial students and faculty. Both groups identified the following themes, which were used to create an interview protocol: technology, appearance, teaching style, learning environment, writing/work space, classroom mood, climate, emotions, group assignments, and social networking. Analysis of the interview text included axial and theoretical coding. This contributed to the development of a mind map for the Millennial students and faculty. Comparisons of these two composite mindmaps reveal their perceptions of the new generation of learning classrooms.Item The nature of negotiation of meaning between teacher and student in the second language classroom(2003-12) Shim, Young-sook, 1973-; Schallert, Diane L.Negotiation of meaning refers to interactional work executed by interlocutors to achieve a mutual understanding when a communication problem occurs. This type of interaction has drawn considerable attention in second language acquisition (SLA) research because it gives language learners opportunities to receive comprehensible input and produce comprehensible output. This dissertation describes an investigation of negotiation-of-meaning processes between the teacher and students in an English-as-asecond-language (ESL) classroom. The purpose is to describe (1) the negotiation process through a careful examination of classroom discourse and (2) the relationship between linguistic meanings and the social contexts in which interactions take place. A qualitative approach was employed for data collection and data analysis. Data were obtained from nine students and a teacher in an intermediate listening/speaking ESL classroom. Major data sources included classroom observations, interviews, and stimulated recall interviews. For a more focused data analysis, four distinct components of the negotiation of meaning process were identified: (1) trouble sources that caused communication difficulty, (2) the participants’ perception of communication problems, (3) the decision-making process about whether to pursue negotiation, and (4) the resolution process of communication problems. The findings of this study revealed that trouble sources are not restricted to language problems but extend to non-linguistic factors and other context-specific factors. In addition, it was found that the types of trouble sources are associated with the participants’ decision-making processes and their ways of resolving communication problems. With regard to the participants’ perception of comprehension difficulties, the data revealed a complex process influenced by the types of problem and the agents who are perceiving. In addition, the way and degree that a participant verbalizes a perception of understanding and non-understanding affects subsequent perceptions and negotiations. Regarding the decision-making process, six factors that affect the participants’ decisions are discussed in particular: institutional, situational, affective, cultural, and physical factors and receptivity. The results also showed that the nature of the classroom environment, such as the teacher’s scaffolding and the collaborative efforts of the whole class, enables negotiation processes to be constructive and productive. Taken together, the findings suggest that the teacher-student negotiation process in the ESL classroom is an enormously complex process involving both cognitive and social practices.Item The nature of teacher-student interactions during communication intervention for young children with developmental disabilities including severe/multiple developmental disabilities(2008-08) Chen, Ying-Shu, 1963-; O'Reilly, Mark F.; García, Shernaz B.Teachers’ responses as well as the children’s types of disabilities have a great impact on how often and in what ways the children will communicate with the teachers. (Lee, 2001; Wu, 2003). Limited research on teacher-student interactions in special education classroom settings raises a series of questions regarding the teachers’ perspectives, teacher training, children’s communication behaviors and their learning of social communication skills. The purpose of this study was to explore the nature of interactions between teachers and young children with developmental disabilities including severe/multiple developmental disabilities (SMDD) during communication interventions and how both were mutually influenced by such interactions. Specifically, the guiding questions were: (a) How did teachers interact with young children with developmental disabilities during interventions? (b) Why did the teachers choose certain types of responses and strategies/techniques during interventions? and (c) What were the outcomes of the communication interventions for young children with developmental disabilities including SMDD? Using naturalistic inquiry as the research method, and drawing on sociocultural theory, this research constructed a case study of teacher-student interactions during communication intervention in one classroom in south Taiwan. Participants included three special educators and four students with developmental disabilities. Data sources included classroom observations, interviews with teachers, and document analysis. Data were analyzed using the constant-comparative method and discourse analysis. The findings revealed that the three teacher participants made efforts to shape the young children’s learning attitudes and behaviors. Yet, how they responded to the individual child was varied in terms of the young children’s disabilities, their capabilities for communication, and their specific challenging behaviors. The communication interventions resulted in some positive outcomes of the children’s social communication skills. However, the teachers’ lack of knowledge and training of implementing assistive technologies limited their ability to carry out effective communication interventions for the child with SMDD. Further, the teachers’ concerns for the children’s utilization of appropriate social communication manners were influenced greatly by their own their professional training and perspectives which might be influenced by Chinese culture and Confusion’s philosophy. These findings have implications for further research, classroom practice, and teacher education.Item The teacher-student relationship in an EFL college composition classroom : how caring is enacted in the feedback and revision process(2007-05) Lee, Given, 1960-; Schallert, Diane L.The purpose of this study was to explore how Korean college students developed their English composition abilities based on their teacher's written comments on their class assignments. Drawing upon Vygotsky's (1978) socioconstructivist perspective on learning and Noddings' (1984) concept of care, I focused on the relationship between teacher and students and the effects of that relationship on the feedback and revision process. Participants included one non-native teacher of English and 14 students enrolled in a six-week summer English academic writing class in a Korean university in which the teacher employed the process writing approach to help students learn to write in English and the students were encouraged to revise their drafts from her written comments. Data were collected from formal, informal, and text-based interviews, class observations, and students' writing samples commented on by the teacher. In this study, the feedback and revision process was not portrayed as an intellectual activity involving only the teacher and each student, but as a social activity that involved a highly complex, dynamic, and interpersonal process. Despite various constraints and conditions, when the teacher committed herself to helping her students learn to write in English, the students generally responded to her with respect and appreciation. Particularly, her written comments allowed her and her students to meet as the one-caring and the cared-fors respectively. However, for caring to be developed and sustained, building trust in each other was a necessary condition, one that was problematic for some students. Three major contributions of the study include the following: (1) an expansion of Noddings' (1984) conception of caring to the English academic writing education in a foreign language context; (2) a re-envisionment of the cognitive process model of writing and revision in which the success of writing and revision was determined by students' knowledge and their intention in revision, now adding the role of the relationship between teacher and student; and (3) a new view of the feedback and revision process not as a product but as a frame within an EFL classroom.Item Teaching-learning relationships: how caring is enacted in computer-mediated communication(2005) Kim, Minseong; Schallert, Diane L.; Goldstein, Lisa S.This study explored the nature of teaching-learning relationships developed in computer-mediated communication (CMC), and how CMC contributes to creating and sustaining caring relationships between students and their teacher. The setting of this study was a reading specialization program for preservice teachers with a CMC component included in the coursework. Data were collected from multiple sources including students’ responses to class readings and their teacher’s comments to them, a survey of background information, text-based interviews with 25 students and their teacher, repeated interviews with 5 focal students, and twice-weekly classroom observations. Data were analyzed using the coding procedures for developing a grounded theory model proposed by Strauss and Corbin (1998) with qualitative approach. The findings indicated that CMC seemed to be a place where the students and the teacher could enter into a dialogic encounter, triggered by the dialogic nature of students’ responses to the class readings. Depending on perceptions of and trust in each other, dialogic involvement could either develop into caring encounters or not. In a caring encounter within dialogic involvement with each other, the teacher tried to feel what students were feeling and thinking (engrossment) and to allow himself to be available for students (motivational displacement), as shown in his CMC comments. In turn, students showed their reciprocity to the teacher’s caring, appreciating what was given by the teacher and disclosing their growth as becoming teachers in their CMC responses. In a reciprocal influence on each other in caring encounters, students and the teacher could construct their ethical ideal, the best part of the self, validated by each other, authoring themselves to be better teachers. However, for some students, regardless of the teacher’s intention to care for them, it was difficult to enter into a caring relationship with the teacher because of their mistrust in some part of him. The teacher also had some trouble feeling and thinking with some students due to his less than positive perceptions of them, thereby blocking a dialogic encounter from developing into a caring one. The findings of this study indicate that the ways caring was enacted in CMC was complex and truly interactional.