Sentence examples for instructional interaction from inspiring English sources

By drawing on conversation analysis and the analysis of embodiment-in-interaction, this article describes students' locally situated, interactional practices of demonstrating knowledge in teacher-led instructional interaction in the English lessons of a Content-and-Language-Integrated-Learning (CLIL) class.

It requires the computer to produce more of the instructional interaction and to do so in real time.

One explanation lies in the conceptual breadth of teachers' work enjoyment, which does not exclusively pertain to instructional interaction.

Do assumed positive relations also apply to vocational classes, and do they apply across differing contextual conditions of instructional interaction?

Perceived teacher emotions additionally contributed to explaining intra-individual variations of students' state emotions during instructional interaction.

Yet the absence of statistical mediation effects reinforces the impression that emotional crossover might depend on the training setting in which instructional interaction takes place.

From studying such instructional interactions, we have observed that humans excel at communicating information through multiple modalities, including visual, linguistic, and physical ones.

Using Berkel et al.'s (2011) integrated model of intervention implementation, we examined whether the association between teachers' perception of intervention quality and their improvement in instructional interactions was mediated by their responsiveness to the intervention.

MyTeachingPartner-Math/Science (MTP-MS) is a system of two curricula (math and science) plus teacher supports designed to improve the quality of instructional interactions in pre-kindergarten classrooms and to scaffold children's development in mathematics and science.

In turn, weakening provision of quality, particularly associated with pedagogical practices and educational programs, is likely to have deleterious effects on children as high-quality teacher-child instructional interactions are associated with children's positive academic and social outcomes (Mashburn et al. 2008).

In the case of STeLLA, Roth et al. (2017) explain that the designers developed a framework to support teachers' discussions when they analyzed video: make claims supported with evidence from the clips, reason about those clips, and consider alternative interpretations about student thinking, learning, and instructional interactions.