Interaction analysis in education

Florida has been a leader in the K-20 educational reform in an effort to ensure the seamless transition into postsecondary education for all students, but specifically improving preparation for, and access to, higher education for populations traditionally marginalized and underrepresented in higher education. The purpose of this study was to examine the demographic composition of students participating in dual enrollment programs in Florida, and the relationship between dual enrollment participation and postsecondary success, as measured by student persistence and degree attainment, moderated by race, gender, and Pell status. Alexander Astin's (1993) I-E-O student involvement theory was chosen as the theoretical lens with which to guide the design and analysis of the study. A quantitative analysis of archived student records retrieved from the Office of Institutional Research and Effectiveness at a large urban state college in Florida was used in this study. ... The analysis revealed that students who were dual enrolled were more likely to persist in college and more likely to earn a degree than their non-dual enrolled peers.

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.

The current study investigated the change in relationship between an aggressor's attachment style (avoidant or preoccupied) and a series of characteristics in their victims' over a school year. Once a semester, participants rated themselves and their classmates on 16 personality characteristics and their aggression levels against other students. Only avoidant girls significantly refined their targets over the course of a school year. They increased their aggression towards girls with low appearance self-efficacy, a high avoidance attachment, high depression, high cross-gender typed behavior, high internalizing behavior, and low global self-worth.

This thesis examines how college professors can improve their communication skills inside the classroom by testing pedagogical issues identified in previous scholarship against current teaching practices. This thesis addresses four main areas related to classroom communication skills that reflect how to build a classroom into a community of equality, open dialogue, and deep learning. The importance of classroom communities and of professors developing engaging deliveries to create compelling oral performances is described as well as issues of active listening and various models and techniques to help facilitate communication better in the classroom. A qualitative study analyzing written interviews completed by 19 college professors in Florida is conducted. Interview responses are then compared to pedagogical issues identified in previous literature to determine if there are similarities or gaps in current research. The interview determined that an interactive classroom with a professor who is consciously aware of their communication skills can help foster deeper learning with students. This research can help to develop best teaching practices for college professors.