The study of pivotal teaching moments (PTMs) offers significant insights into mathematics classroom interactions. PTMs are student-generated instances within a lesson that provide opportunities for teachers to modify planned instruction (Stockero & Van Zoest, 2013). Given the importance of interactions and discourse in students' mathematical…

This exploratory qualitative study examines teacher candidate and student interactions in response to verbal threats of harm. This study uses existing data: a single set of 16 clinical simulations and four post-simulation debriefing sessions. Participants include eight female and eight male teacher candidates (n = 16) who interact with one of six…

This study used qualitative constructivist grounded theory research methods to explore with focus groups of 16 racial/ethnic minority undergraduates underrepresented in STEM (science, technology, engineering, and math) their experiences of microaggressions, sense of belonging in STEM, and their strategies to negotiate these experiences.…

Body language is an essential source of information in everyday communication. Low signal-to-noise ratio prevents us from using it in the automatic processing of student behaviour, an obstacle that we are slowly overcoming with advanced statistical methods. Instead of profiling individual behaviour of students in the classroom, the idea is to…

Online video lectures have been considered an instructional media for various pedagogic approaches, such as the flipped classroom and open online courses. In comparison to other instructional media, online video affords the opportunity for recording student clickstream patterns within a video lecture. Video analytics within lecture videos may…

This research compares a behaviorally based approach for using electronic student response system (SRS) technology with a metacognitive-oriented approach to determine effects on attendance, preparation for class, and achievement. Also examined are the interaction effects of pedagogical approach with self-regulatory and motivational characteristics…

Discusses the interaction, beyond the normal instructional scope, of elementary school students and their teachers with the emphasis on sex role behavior, reward seeking, and the differences in learning problems of boys and girls. (RK)

Four students (ages 4-6) with developmental disabilities who exhibited challenging behaviors in teaching situations were exposed to high intensity and low intensity social interaction in a play situation and a task situation. Interaction intensity made no difference in students' behavior. Two students exhibited task avoidance and two exhibited…

A study examined student initiated and teacher initiated influence patterns that make up aspects of bidirectionality. The study also identified ways in which these patterns relate to student learning and attitudes. Study subjects included 21 fifth-grade students and their teacher. Thirty-six social studies lessons, representing a unit, were…

Two different methods of collecting information about student activity in the laboratory were compared using a series of videotape recordings. One method was based entirely on the systematic observation of student behavior (interaction analysis); the second method involved students describing their laboratory activities while watching excerpts…

This study addresses the question: Is the verbal interaction between teachers and students reciprocal? Teachers' and students' verbal behaviors were investigated using the verbal behavior classification system (CVC) in 72 seventh through ninth grade classrooms. The CVC system consists of a matrix of process and substance dimensions. Categories in…

The purpose of this study was to characterize the nature of conversational engagement evidenced by 30 learning-disabled and 30 nondisabled children while they participated in a semi-structured dyadic interaction. Also investigated were the relationships among the levels of engagement employed by the elementary or junior high students and their…

Flanders' Interaction Analysis, which classifies verbal interaction into 10 categories, was used to compare two groups consisting of seven trainable mentally retarded (TMR) classrooms each. The sample was selected from the extremes of a population of 87 TMR classrooms on the basis of their teachers' high (tending to flexibility and harmony) or low…

The 7th International Conference on Education Data Mining held on July 4th-7th, 2014, at the Institute of Education, London, UK is the leading international forum for high-quality research that mines large data sets in order to answer educational research questions that shed light on the learning process. These data sets may come from the traces…