Who Benefits from Dyadic Teacher-Student Interactions in Whole-Class Settings?

Autor/inn/en	Flieller, André; Jarlégan, Annette; Tazouti, Youssef
Titel	Who Benefits from Dyadic Teacher-Student Interactions in Whole-Class Settings?
Quelle	In: Journal of Educational Research, 109 (2016) 3, S.311-324 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2014.950718
Schlagwörter	Teacher Student Relationship; Interaction; Classroom Environment; Grade 5; Interaction Process Analysis; Pretests Posttests; Mathematics Achievement; Language Acquisition; French; German; Classroom Techniques; Interpersonal Communication; Achievement Tests; Classroom Observation Techniques; Statistical Analysis; Educational Benefits; Foreign Countries; France; Luxembourg + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Klassenklima; Unterrichtsklima; School year 05; 5. Schuljahr; Schuljahr 05; Prozessanalyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sprachaneignung; Spracherwerb; Französisch; Deutscher; Klassenführung; Interpersonale Kommunikation; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Statistische Analyse; Bildungsertrag; Ausland; Frankreich
Abstract	To what extent can teacher-student dyadic interactions modify the hierarchy of student performances within a single class? To answer this insufficiently researched question, the authors conducted two parallel studies involving 33 Grade 5 classes in France (759 students) and 15 Grade 5 classes in Luxembourg (243 students). Interactions were observed during whole-class lessons. Posttest scores were analyzed using multilevel models controlling for five level-1 variables and two level-2 variables. The authors did not find any effect of dyadic interactions on relative student performance in mathematics or in language (French or German), in France or in Luxembourg. This result is interpreted in terms of both the public character of dyadic interactions in whole-class settings and the class management functions of these interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01