A Time-Series Analysis of Student and Teacher Interaction.

Autor/in	Schempp, Paul G.
Titel	A Time-Series Analysis of Student and Teacher Interaction.
Quelle	(1986), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Behavior Change; Case Studies; Classroom Observation Techniques; Classroom Research; Elementary Education; Nonverbal Communication; Physical Education; Physical Education Teachers; Reliability; Research Problems; Teacher Behavior; Teacher Student Relationship; Test Reliability; Testing Problems; Time; Flanders System of Interaction Analysis + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Elementarunterricht; Non-verbal communication; Nonverbale Kommunikation; Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Reliabilität; Forschungskritik; Teacher behaviour; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Testreliabilität; Zeit
Abstract	The stability of teaching behavior was examined by observing student/teacher interaction over one academic year. One teacher was studied using a time-series analysis. He had 14 years experience and taught physical education in grades K-6 in a single school. Data were collected over one academic year using the Cheffers Adaptation of Flanders Interaction Analysis System (CAFIAS). A total of 52 classes were observed at equally spaced teme intervals throughout the year. Reliability of the data was confirmed using both intra- and interobserver reliability estimates. The 20 CAFIAS categories served as dependent variables and were subjected to univariate Box-Jenkins time-series analyses to determine stationarity. Autocorrelation functions indicated that five of the 20 CAFIAS categories demonstrated significant stationarity: teacher directions (verbal); student initiated responses (verbal and nonverbal); silence; and confusion. These five variables accounted for 28.5% of the total student/teacher interaction. Finding less than 30% of the behavior stable over a year's time led to the conclusion that the teaching behavior observed in this study may lack the stability necessary for making the inferential generalizations common to research conducted under the natural science paradigm. (Author/GDC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC