Teacher-Pupil Interaction in Classes for the Emotionally Handicapped

1972 ◽  
Vol 38 (6) ◽  
pp. 469-474 ◽  
Author(s):  
Albert H. Fink
Keyword(s):  
Special Class ◽  
Interaction Analysis ◽  
Emotionally Handicapped ◽  
Unique Character ◽  
Interaction System ◽  
Analysis System ◽  
Operational Issues ◽  
Special Classes

The analysis of teacher-pupil interaction was seen as a means of clarifying the conceptual and operational issues involved in special class programming for the emotionally handicapped. An interaction analysis system which could encompass the variability and complexity (verbal and nonverbal, task and nontask) of teacher and pupil behavior was developed. Use of the interaction system in a study of 15 classrooms for the emotionally handicapped revealed wide differences in teacher-pupil behavior. It was concluded that the unique character of special classes for the emotionally handicapped requires careful delineation of objectives and that the interaction analysis system developed in this study could serve to further research on that process.

Action cameras and the Roter interaction analysis system to assess veterinarian-producer interactions in a dairy setting

2017 ◽  
Vol 182 (8) ◽  
pp. 227-227 ◽  
Author(s):  
Caroline Ritter ◽  
Herman W Barkema ◽  
Cindy L Adams
Keyword(s):  
Production Management ◽  
Interaction Analysis ◽  
Relationship Building ◽  
Herd Health ◽  
Veterinary Education ◽  
Clinical Communication ◽  
Roter Interaction Analysis System ◽  
Farmer Education ◽  
Analysis System ◽  
On Farm

Herd health and production management (HH&PM) are critical aspects of production animal veterinary practice; therefore, dairy veterinarians need to effectively deliver these services. However, limited research that can inform veterinary education has been conducted to characterise these farm visits. The aim of the present study was to assess the applicability of action cameras (eg, GoPro cameras) worn by veterinarians to provide on-farm recordings, and the suitability of these recordings for comprehensive communication analyses. Seven veterinarians each recorded three dairy HH&PM visits. Recordings were analysed using the Roter interaction analysis system (RIAS), which has been used to evaluate medical conversations in human and companion animal contexts, and provided insights regarding the importance of effective clinical communication. However, the RIAS has never been used in a production animal environment. Results of this pilot study indicate that on-farm recordings were suitable for RIAS coding. Dairy practitioners use a substantial amount of talk allocated to relationship-building and farmer education but that communication patterns of the same veterinarian vary considerably between farm visits. Consecutive studies using this method will provide observational data for research purposes and promise to aid in the improvement of veterinary education through identification of communication priorities and gaps in dairy advisory discussions.

scholarly journals Teacher-Students Verbal Interaction At The Secondary Level

2008 ◽  
Vol 5 (9) ◽  
Author(s):  
Hafiz Muhammad Inamullah ◽  
Ishtiaq Hussain ◽  
M. Naseer Ud Din
Keyword(s):  
Interaction Analysis ◽  
Secondary Level ◽  
Verbal Interaction ◽  
Teacher Student ◽  
Teaching Behaviour ◽  
Teacher Students ◽  
Analysis System

The main purpose of this study was to explore teacher-student verbal interaction in the secondary level classes using the Flanders Interaction Analysis system (FIA).  Its findings and conclusions may stimulate teachers at the secondary level to improve their teaching behaviour in order to maximize students’ learning.

A NEW ORBITAL INTERACTION ANALYSIS SYSTEM "LUMMOX" AND IT'S APPLICATION OF PHOSPHINE-PALLADIUM COMPLEXES

2005 ◽  
Vol 04 (01) ◽  
pp. 345-355 ◽  
Author(s):  
MASAHIRO YAMANAKA ◽  
AKINOBU SHIGA
Keyword(s):  
Interaction Analysis ◽  
Palladium Complexes ◽  
Orbital Interaction ◽  
Frontier Orbital ◽  
System A ◽  
Analysis System

A new orbital interaction analysis system, "LUMMOX", is based on two theories of "Paired Interacting Orbital (PIO)" and "Localized Frontier Orbital (LFO)", which have been developed by Fujimoto et al. LUMMOX can readily estimate the reactivity of an interacting system A–B of various sizes with the same A by comparing with the same number of the interacting orbitals. By applying LUMMOX, we report herein the primary orbital interaction on the phosphine-palladium complexes ( PF 3 Pd , PH 3 Pd , PMe 3 Pd , PPh 3 Pd ) continuously changes from the donative to back-donative interaction.

Agencies Referring Children for Special Class Placement

1981 ◽  
Vol 5 (1) ◽  
pp. 15-16
Author(s):  
Diane L. Bowyer ◽  
E. Constable
Keyword(s):  
Special Education ◽  
Teacher Training ◽  
Young Children ◽  
Special Class ◽  
Classroom Teachers ◽  
Class Placement ◽  
Detailed Assessment ◽  
Training Courses ◽  
Special Classes

AbstractThe present study investigated the sources of referral of young children placed in Junior Special Classes. It was found that more than half of the children were referred by kindergarten or classroom teachers. These results were discussed in the light of (i) overseas findings; (ii) the need for special education content in teacher training courses; and, (iii) providing practising teachers with a checklist for ascertaining which children require detailed assessment.

The Effect of Planning on the Teaching Behavior of Preservice Physical Education Teachers

1984 ◽  
Vol 4 (1) ◽  
pp. 50-56 ◽  
Author(s):  
Charles H. Imwold ◽  
Robert A. Rider ◽  
Bernadette M. Twardy ◽  
Pamela S. Oliver ◽  
Michael Griffin ◽  
...  
Keyword(s):  
Physical Education ◽  
Interaction Analysis ◽  
Physical Education Teachers ◽  
Control Group ◽  
Education Majors ◽  
Physical Education Majors ◽  
Lesson Content ◽  
Analysis System ◽  
Planning Group ◽  
Process Interaction

The purpose of this study was to compare the teaching process interaction behavior of teachers who planned for classes with those who did not plan. Senior physical education majors served as the teaching subjects for this study—six in the planning (experimental) group and six in the no-plan (control) group. Each teacher taught the same lesson content for a 15-minute episode. The planning group spent 1 hour before the lesson writing explicit plans, while the control group was given 2 minutes just before the lesson to gather their thoughts and be informed of the content to be covered. The behaviors of all teachers were observed by the Cheffers Adaptation of the Flanders’ Interaction Analysis System (CAFIAS). The results indicated significant differences in only two interaction categories: amount of directions given and the amount of silence. Both variables were better for the planning group.

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