Interaction analysis in education

The purpose of this qualitative case study was to describe the interactive teaching methods of full-time elementary school teachers who worked in a highly ranked public elementary school located in Palm Beach County in South Florida, United States (the School District of Palm Beach County, 2019). The dissertation identified methods used by these teachers to enhance interaction between themselves and students in their classes.
Objectives of the study were to explore: (1) the verbal and non-verbal activities used by the teachers to engage their students in the learning process in their classes; (2) the creative thinking process of the teachers; (3) the classroom settings that enhanced the interaction between teachers and students; (4) the transdisciplinary skills of the teachers; and (5) the relation between transformational leadership criteria of teachers and their effective engagement with students in classrooms.

The current study examined the homophilic processes of selection and
socialization in same-sex adolescent friendships across a 3-year period. The
framework of the actor-partner interdependence model for distinguishable dyads was
the main analytic technique, an improvement over previous analysis methods which
often did not allow for simultaneous exploration of selection and socialization.
Within the friendships, adolescents were distinguished based on their general peer
acceptance levels, and similarity was assessed for three behaviors: deviant behavior,
depression, and achievement motivation. Results showed evidence of both selection
and socialization for deviant behavior and achievement motivation, but not for
depression. Furthermore, partner influence paths suggested that more accepted
friends typically exerted more influence on less accepted friends. Gender also
moderated results, with girls tending to have stronger effects than boys.

This study examined the relation between home language exposure from different
household members, specifically older siblings, and English and Spanish vocabulary
development in bilingual toddlers. The English and Spanish vocabularies of 38 toddlers
(19 boys and 19 girls; Mage = 2.14 years, SD = .14) were measured. Parental EI?-glish use
was found to be the strongest predictor of English and Spanish proficiencies. Among
households in which the parents use less than 10% English, having older siblings had no
effect on English language proficiency but was associated with lower levels of Spanish
proficiency.

The purpose of this study was to determine elementary teachers' perceptions of
gender bias and further, to determine if additional information on gender bias might have
an effect on how elementary teachers interact with their students. This study is valuable
because gender bias situations can have a profound influence on how boys and girls view
themselves in the world. Additionally, gender bias has been linked to a technological gap
between males and females.
The subjects for this study were 12 elementary teachers from a large metropolitan
school district who participated in three different activities. The purpose of these
activities was to determine the teachers' general perceptions of gender bias, their
perceptions of gender bias related to curriculum, the origins of these perceptions, and
finally, how this process might affect their current educational practices.
The results of this study indicate that these elementary teachers placed a low
priority on gender bias as a consideration for evaluating software or as an educational issue. The participants felt that their parents, their upbringing, and their environment
were responsible for their perceptions of gender bias. Also, while the participants
expressed a belief that the activities involved in the study would cause them to scrutinize
software and other materials more carefully, they would not necessarily focus on gender
issues. They also believed that these activities would have a limited influence on their
current teaching practices.
As a result of the study, I feel there is a need for pre-service teacher education and
professional development for current teachers regarding what constitutes gender bias and
the difference between bias and stereotypes. l also would recommend training to assist
teachers in treating both male and female students equitably. Finally, since this study
only involved three software titles, I would recommend additional research on the
amount of gender bias content in educational software.

This dissertation explores the perspectives of culturally and linguistically diverse learners and English learners on school conditions that enable them to share their heritage languages and cultures, as well as the ways that these learners propose that their heritage languages and cultures could be more recognized in an English-only middle school setting. This study focused specifically on the role that culturally and linguistically diverse learners and English learners perceived that they played in the process of their own social empowerment, a role that could be achieved through the development of their voices by becoming critically involved in creating spaces for their heritage languages and cultures in English-only settings. In this study, student voice is the means for the culturally and linguistically diverse and English learners' voices to emerge: the voices that are frequently oppressed because of the lack of power. This framework provides guidance to integrate the excluded learners' voices in a school milieu that habitually muffles these voices. Listening to the bicultural and bilingual voices is important but not sufficient to challenge the power structure of U.S. schools. In this study, culturally and linguistically diverse learners and English learners conceptualized ways that their heritage languages and cultures could be (more) recognized in their school settings. The voices of the students are important; they should be respected and valued. Hearing the students in this study reminds us and validates the assertion that students from diverse languages and cultures are not monolith. They have different and unique experiences and this study gave voice to some of those. Leaders from state level, district level, and school level could open the doors for students to share their experiences in the schools; in the case of this study, to learn from these students what a school milieu that authentically recognizes their cultures and languages is.

This study examines whether aggression and prosocial behavior shape changes in
perceptions of friendship quality within stable reciprocal best friend dyads. A
longitudinal Actor-Partner Interdependence Model was used to investigate whether
individual characteristics predict changes 6 to 12 weeks later in perceptions of
relationship support and negativity. The sample included 76 same-sex dyads drawn from
classrooms in grades 4 (M = 9.48 years) through 6 (M= 11.43 years) in two public
schools in the United States.

This mixed methods study investigated teacher, parent, and school leader
perceptions of the impact of parent communications and expectation on teacher practices, focusing specifically on four categories: grading, communication, instructional, and curriculum practices. Quantitative data were collected through online surveys from 25 teachers in second through fifth grades, as well as 96 parents of second through fifthgraders, in five private Jewish day schools located in the Southeastern United States. Qualitative data were collected from ten teachers, ten parents, and three school leaders who provided interviews, where they elaborated on the nature of parental communications and expectations at their own schools and their perceptions of their impact on teacher practices. The findings indicated that parent communications take place with high frequency, and are initiated fairly evenly between parents and teachers. Parents and teachers differ on their perceptions of negativity of communications, with teachers reporting more negative communications than parents. A t-test was conducted on the survey items that corresponded with the four categories to compare parent and teacher responses. There were some statistically significant differences in the perceptions of parents and teachers of the impact of particular types of parent communications on teacher practices in private Jewish day schools. These included requests for reviews of a child's grade or a grade change, as well as requests for changes in the content of homework. However, the qualitative data overwhelmingly indicated that parents and teachers have similar perceptions of the impact of parents communications and. They felt that parents occasionally request certain changes, but that these changes have minimal impact in the classroom, outside of isolated, individual events. expectations The school leaders who participated in the study agreed that, for the most part, the dayto- day practices of teachers were not greatly impacted by parent communications.

This study was designed to determine whether students' grades and retention in a community college are affected by the degree of congruence between their learning styles and their respective teachers' teaching styles. Using two instruments to identify learning style and degree of self-directed learning, 452 students and twenty-two instructors were tested. A multiple regression analysis, F-tests, T-tests, and cross-tabulation tables were the statistical procedures used to determine the predictive values of the congruence between learning and teaching styles and self-directed learning on retention and grades. The study's findings suggested that an instructor's age and teaching style and a student's degree of self-directed learning have a stronger relationship to academic achievement and retention in class than does congruence between learning and teaching styles, which is also statistically significant. Learning and academic achievement are very complex interactions and are influenced by a variety of factors. Understanding of congruence of learning and teaching styles is a crucial concept in terms of an overall view of student achievement in the academic environment. However, it cannot be used as an isolated factor in predicting a student's academic potential. Rather, it is one of many inter-dependent aspects of learning which includes teaching style, learning style, degree of self-directed learning, instructor age and sex, and type of class taken as well as level of cognitive development. These are the variables that students, instructors, and school adminstrators must understand and take into consideration in building and developing curriculum that encourages students to reach their academic potential. Further research into student learning style flexibility to determine if students adjust learning strategies to teaching styles at odds with their learning style is warranted. Another follow-up study would be to replicate this study with graduates to ascertain which styles are found among graduates and to determine the percentage of style changes between freshmen and graduates.

This study investigates whether synchronous computer-mediated communication (CMC) has the potential to foster second language learners' strategic competence (as a component of communicative competence). For this purpose, the use of communication strategies (CSs) by 15 fourth-semester students of German during four computer-mediated and four oral "jigsaw" tasks is compared. The students used more CSs in oral interaction, which is attributed to a lesser degree of utterance planning in oral interaction and stronger time constraints in synchronous CMC. However, this quantitative difference is due to only five students' use of significantly more CSs in oral interaction. The distribution of the various CS types was similar in both communication modes; only code-switching occurred much more frequently in synchronous CMC, which is attributed to stronger time constraints in this medium and less monitoring by the instructor. Hence, synchronous CMC is not superior to oral interaction as far as promoting CS use is concerned.

The problem of this study was threefold: (1) To explore the
availability of instruments that will increase student awarenesses on
interpersonal and intrapersonal behavior. (2) To design or modify an
instrument to be used as part of an awareness model in educational
leadership training. (3) To survey awareness changes in a sample of
the student population when the model is used in educational leadership
training.
A pilot study was conducted on a group of students enrolled in
a Middle School Leadership Sequence during the summer of 1973. This
initial effort resulted in several training instruments, among them the
Personnel Relations Survey, that were effective in the area of behavioral
awareness. Of the instruments used in the pilot study, The Personnel
Relations Survey was selected and modified for use in educational leadership
training. Since the survey was designed to be used originally by
manager trainees in an industrial setting, the nonsignificant modification was, for the most part, the substitution of educational personnel
for employees, managers, and supervisors. The survey instrument which
was a part of the model was used with a sample of students in an experimental
and a control group to measure the dependent variables of exposure
and feedback in relationships with teachers, principals, and superintendents.
The participant was provided with a graphic analysis of his interaction
and awareness by using the Johari Window that was a part of the
model. Results were treated statistically with multivariate analysis of
variance.
Of the three hypotheses treated, there was insufficient evidence
to reject the two following:
1. There is no significant difference between the experimental
and control treatment effect when one is considering the
dependent measures of exposure and feedback relevant to
feelings.
2. There is no significant difference among the interaction
effect of treatment with personnel when one is con~idering
the dependent measures of exposure and feedback relative
to feelings.
No significant difference was noted in the treatment main effect
when comparing the performance of the experimental and control groups on
the dependent measures. The interaction effect of treatment, personnel,
and treatment with personnel was nonsignificant.
was:
One hypothesis that was rejected at the .05 level of significance
There is no significant difference between the personnel
relationships main effect when one is considering the
dependent measures of exposure and feedback relevant to
feelings.
A significant difference in the main effect of personnel was
investigated with a multiple comparison test and the results showed that relationships with superintendents were significantly different from the
relationships with the two other groups of educational personnel when
considering the dependent measure of exposure.
The model was not designed to produce change but to produce an
awareness of one's interaction style and more desirable styles to which
the participant could change if he so desired. Recommendations were
made for more effective use of awareness training in educational leadership.