Literaturnachweis - Detailanzeige
Autor/inn/en | Saurino, Dan R.; Saurino, Penelope; Clemente, Robert |
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Titel | Social Interaction Strategies and Techniques for Today's Classrooms |
Quelle | In: Journal on School Educational Technology, 4 (2009) 4, S.24-38 (15 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0973-2217 |
Schlagwörter | Interaction; Teaching Methods; Educational Strategies; Action Research; Teacher Collaboration; Inservice Teacher Education; Graduate Students; College Faculty; Research Methodology; Interpersonal Relationship; Intervention; Data Collection; Program Development; Educational Research; Teamwork Interaktion; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Projektforschung; Lehrerkooperation; Lehrerfortbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fakultät; Research method; Forschungsmethode; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Data capture; Datensammlung; Programmplanung; Bildungsforschung; Pädagogische Forschung |
Abstract | An emerging research tool used in recent years to better understand and improve teacher thinking has been the use of collaboration and collaborative action research. In our study, we were interested in whether teachers could enhance the learning of their subjects through the use of teaching techniques and strategies involving social interaction. Both traditional strategies and technology techniques were utilized in one cycle of Collaborative Interactive Group Action Research in an attempt to determine whether increasing social interaction implementations might increase on-task time, engagement, motivation, and ultimately achievement. Three teachers in different classroom environments participated in the study and interacted in a group including two university professors. Results indicated that there were significant advantages to increasing social interaction strategies and techniques as well as some challenges associated with their implementation. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |