The purpose of this study was to identify ways in which students interact with faculty members outside of the classroom and learn what students believe makes for high quality interaction. Additionally, this study sought to identify successful out-of-classroom facultystudent interaction strategies from the student perspective. This knowledge can aid colleges and universities in promoting more formal and informal faculty-student out-of-classroom interaction, thereby increasing the overall quality of the undergraduate student experience. The study employed a naturalistic inquiry paradigm of research. The author interviewed 25 students at a Hispanic Serving institution (HSI) in San Antonio, Texas. All students interviewed had interacted with faculty outside of the classroom. Six themes emerged in terms of types of interaction: course-related activities; traveling for conferences or study abroad; casual interactions around campus; career and graduate school focused interaction; visiting faculty in their offices (most common); and participating together in campus clubs or athletic activities. High quality out-of-classroom interactions had four characteristics: faculty members were approachable and personable; faculty members had enthusiasm and passion for their work; faculty members cared about students personally; and faculty members served as role models and mentors. The most powerful element of high-quality faculty-student out-of-classroom interaction is that of relationship. The most pronounced differences between underclassmen and upperclassmen were in the areas of going to faculty offices and speaking with faculty about career and graduate school plans. Juniors and seniors proportionately had more interaction with faculty on these themes. Students offered suggestions on how the University could encourage more facultystudent out-of-classroom interaction. Students' ideas revolved around three themes: promoting social events and interaction; stressing the importance of office hours; and suggestions directed at faculty members. Students can also serve as ambassadors to other students by encouraging them to engage in faculty-student out-of-classroom interaction. To continue improving the undergraduate collegiate experience, colleges and universities should strengthen and refine institutional commitment to practices that foster the undergraduate experience, including that of faculty-student interaction. Finally, institutions must remember to keep students at the center of their purpose and find ways to regularly solicit qualitative feedback from students of all segments of the campus environment.

The purpose of this study was to determine if a ten week (30 hour) systematic behavior modification program for classroom teachers had an effect on the verbal interaction of these classroom teachers. A second part of this study sought to determine if this verbal change had an effect on the se1f-concept of the teachers' students. A , graduate level, 3 credit hour course was offered to Pulaski County, Virginia classroom teachers, and was based on the Robert Carkhuff model of communications. Ten teachers chosen at random from the class of 40 were selected for the experimental teachers. Ten teachers within the county not enrolled in the class were chosen at random for the control teachers. Ten students were also chosen at random (five boys and five girls) from each of these experimental and control teachers. The instruments used to collect the data were the Flanders Interaction Analysis System for the teachers; and the Piers-Harris Self-Concept Scale, "How I Feel About Myself," was administered to the experimental and control teachers' students. / Ed. D.

This study aimed to investigate the differences of different teacher-student matches in science gender stereotype threat and classroom observations on teacher-student interactions of different gender match and interviews on science teachers. The study developed two standardized scales for junior high school students, Science Gender Stereotype Scale and Science Identification Scale. A total of 1,224 students from 44 classes out of 11 junior high schools in Kaohsiung City were selected through judgmental sampling to complete questionnaires in the study. The results indicated: (1) students of female-male group (female teacher and male student) had stronger science identification than students of female-female group (female teacher and female student); students of male-male group (male teacher and male student) had stronger science identification than students of male-female group (male teacher and female student); and female students taught by male teacher had the lowest science identification (2) there was no significant difference of students¡¦ gender stereotype belief in sciences in different teacher-student matches (3) students of female-male group (female teacher and male student) had stronger perception of gender stereotype than students of female-female group (female teacher and female student); students of male-male group (male teacher and male student) had stronger perception of gender stereotype than students of male-female group (male teacher and female student). The results of observations and interviews indicated: (1) male students were more initiative and therefore had more opportunities to interact with teachers (2) female students of upper-intermediate level were more susceptible to perceive gender stereotype threat in science learning (3) the difference in male and female teachers may be attributed to the influence of female role model (4) degree of difficulty was a crucial component stimulating students¡¦ gender stereotype threat.

This thesis explores the nature of pedagogic connectedness and reveals the qualitatively different ways in which teachers in the middle years of schooling experience this phenomenon. The researcher defines pedagogic connectedness as the engagements between teacher and student that impact on student learning. The findings of this phenomenographic-related study are used to provide a framework for changes to pedagogic practices in the middle years of schooling. Twenty teachers of years 7, 8, and 9 boys in an independent college in South-East Queensland participated in this study. Data were obtained through semi-structured interviews with these teachers and the interview transcripts were analysed iteratively. Five qualitatively different ways of experiencing pedagogic connectedness emerged from this study. These categories of description are linked hierarchically and are delimited from each other through six common dimensions of variation. Teachers’ conceptions of pedagogic connectedness range from information providing through instructing, facilitating, guided participation to mentoring. The five different conceptions may be classified broadly as teacher-centred, transitional or student-centred. In the information providing conception, pedagogic connectedness between teachers and students is limited with teachers perceiving themselves as subject experts and providing few opportunities for student-teacher engagements. The most complex conception, mentoring, is characterised by partnerships between teachers and students in which teachers view themselves as more experienced equals. These partnerships extend beyond the confines of the classroom and beyond the years of schooling. In this conception, teachers describe teaching as an emotional activity with teachers demonstrating passion for teaching and learning. The findings of this current study extend earlier understandings of teacher-student mentoring relationships in the middle years of schooling. These expanded understandings may contribute to enthusing middle years students and re-engaging them with schooling during these vital years.

Este trabalho tem como objetivo averiguar a existência (ou não) de um espaço favorável à prática da argumentação, na interação professoraluno. Sendo a interação mediada pela linguagem, interessa investigar como os sentidos, constituídos por meio da linguagem, influenciam os sujeitos envolvidos, colaborando ou não para suas ações em direção à prática do discurso argumentativo. A pesquisa foi realizada por meio de observações de aulas em um Centro Integrado de Educação de Jovens e Adultos (CIEJA). Ao longo das observações, constatamos que o uso de estratégias de polidez sempre amenizaram conflitos; por sua vez, a inibição de conflitos gerou a inibição da prática de estratégias de argumentação. Esta tese é continuação da pesquisa desenvolvida no âmbito do mestrado, da qual aproveitamos os dados de uma das escolas de ensino médio observadas. Diferentemente do observado no CIEJA, no ensino médio foi possível constatar a existência de conflitos com alto grau de explicitude, os quais geraram desrespeitos e insatisfação entre professores e alunos; assim, não houve fluidez nos discursos do ensino médio, e aquela interação também não colaborou para a prática do discurso argumentativo. Diante da realidade observada, tanto no período do mestrado como agora no doutorado (a primeira, com um alto grau de explicitude de conflitos; a segunda, com inibição de conflitos), passamos a defender que conflitos não devem ser amenizados de maneira a inibir a prática da argumentação, mas, sim, instigados e aproveitados como oportunidade para a exposição e defesa das opiniões. Para tanto, defendemos também a necessidade de o professor praticar, para além da polidez, o estilo cortês. Com base em parte da teoria desenvolvida por Muro (2005), entendemos que o estilo cortês traz em si a ação, por parte daquele que detém o poder na interação o professor , de abrir mão de seu lugar de poder, legitimado socialmente. Essa ação consciente tem a função de levar o aluno a desenvolver-se na arte de argumentar, mesmo em meio aos conflitos. A análise dos dados das duas instituições foi permeada pela análise do filme francês Entre os muros da escola, de Laurent Cantet, sempre que houve necessidade de comparação com uma maneira diferente de agir. Como embasamento teórico, lançamos mão de teorias da Análise da Conversação (AC), da Pragmática e da Análise do Discurso (AD). Os resultados de análise nos permitiram confirmar as nossas hipóteses de pesquisa, quais sejam: a) o uso de estratégias de polidez pode colaborar para a fluidez do discurso, bem como pode inibir ofensas e desrespeitos; b) apenas estratégias de polidez não garantem a prática da argumentação, pois podem inibir conflitos naturais e necessários para a produção do conhecimento; e c) a prática do estilo cortês, aliado à polidez, pode ser mais eficaz para a constituição de um ambiente propício à prática da argumentação / The purpose of this study is to investigate whether or not there is favorable opportunity to argumentation practice in the teacherstudent interaction. Because this interaction is mediated by language, it is our interest to investigate how language-built meanings influence the participants involved, collaborating (or not) for participants actions towards the argumentative speech practice. The research was carried out through class observations at a Center for Young Adults Education (CIEJA). Throughout observations, we were able to perceive that the use of politeness strategies always lessened conflicts; on the other hand, the conflict inhibition generated the inhibition of the argumentation strategies practices. This thesis is the continuation of the Masters Degree research, from which resulting data from one of the observed schools was considered. Differently than observed in the CIEJA environment, it was possible to identify, in the High School classrooms, the existence of extremely explicit conflicts, which led to disrespect and dissatisfaction among teachers and students. Therefore, there was not any speech fluidity in the High School groups and that kind of interaction did not promote the argumentation speech practice. From the observed data, during the Masters Degree phase, as well as nowadays in the Doctoral Degree (the first one, characterized by overt expression of conflicts; the second one by inhibition of conflicts), we have come to consider that conflicts shouldnt be minimized so as to inhibit the argumentation practices, but instigated and taken into consideration for the exposition and defense of opinions. For that matter, we also believe there is the need for the teacher to practice the courteous style, further beyond the politeness practices. Partially based on the theory developed by Muro (2005), we understand that the courteous style in itself contains the stepping aside from the one who is the socially legitimated as the power holder - the teacher. This conscious act is meant to lead the student to develop himself in the art of argumentation practice. The data analysis of both institutions were intertwined by the analysis of Laurent Cantets movie Entre Les Murs, whenever there was a need to compare with a diverse way of acting. As theoretical foundations, we based our study in Conversational Analysis (AC), in Pragmatics and in Speech Analysis (AD) theories.The results analysis have allowed us to confirm our research hypothesis, that are: a) the use of politeness strategies may collaborate for the speech fluidity, and may inhibit offense and disrespect; b) the exclusive use of politeness strategies do not guarantee the practice of argumentation, for they might inhibit the conflicts that are natural and necessary for the production of knowledge ; and c) the courteous style practice, along with politeness, might be more efficient to promoting an argumentation practice environment

A sala de aula de matemática é um contexto no qual são tecidas as relações de poder entre professor e aluno, ainda que esse possa não ser um fenômeno consciente para os sujeitos diretamente envolvidos. Consideramos que a ocorrência dessas relações não é, por si, um acontecimento que mereça um julgamento moral. O objetivo deste trabalho é investigar as Relações de Poder estabelecidas entre professor e aluno na aula de matemática e discutir suas implicações para o ensino e a aprendizagem dessa disciplina. Para esse objetivo ser alcançado, nos aprofundamos nos conceitos de poder e de relações de poder e em algumas características das relações de poder, que fundamentamos principalmente nos escritos de Foucault e Bourdieu. Detivemo-nos também no processo histórico de institucionalização da matemática na sociedade. Foi realizado um trabalho de campo, que desenvolvemos com a aplicação de entrevistas, semiestruturadas, no caso de professores e pais de alunos, separadamente, e utilizando as técnicas de Grupo Focal, com alunos, em duas escolas com algumas características distintas. No trabalho de campo, obtivemos de cada grupo elementos que ampararam nossa análise. Dos alunos, alcançamos elementos que nos permitiram perceber como são descritas por eles as modalidades instrumentais, o sistema de diferenciações e as formas de institucionalização do exercício do poder nas relações entre estes e seus professores; dos pais, obtivemos suas impressões sobre a importância que atribuem ao desempenho em matemática para a vida dos filhos, configurando uma das formas de institucionalização do poder atribuído à disciplina; por fim, dos professores, vislumbramos a presença do formalismo, as modalidades instrumentais e os graus de racionalização que são produzidos em suas práticas pedagógicas. / The mathematics classroom is a context in which are woven the power relations between teacher and student, although this may not be a conscious phenomenon for subjects directly involved. We consider that the occurrence of these relationships is not, in itself, an event that deserves a moral judgment. The objective of this study is to investigate the relations of power established between teacher and student in math class and discuss their implications for the teaching and learning of the discipline. For this goal to be achieved, we delve into certain concepts, such as power and power relations and some characteristics of power relations, that we base in the writings of Foucault and Bourdieu and we studied also the historical process of institutionalization of mathematics in society. We conducted a field study, we developed the application with interviews, semi-structured, in the case of teachers and parents separately, and using the techniques of focus group with students in two schools with some distinct characteristics. During the fieldwork, each group got elements that bolstered our analysis. Students, elements that have allowed us to reach realize how they are described by the terms instrumental in the exercise of power relations between them and their teachers; parents, got their impressions of the importance they attach to mathematics performance for the life of the children, configuring a form of institutionalization of power assigned to the discipline; finally, the teachers, we see the degrees of rationalization that are produced in their teaching.

A presente tese investiga Os Novos Papéis do Professor Universitário frente às Tecnologias da Informação e Comunicação (TIC). Como suporte à investigação, procurou-se, por meio de fundamentação teórica, embasar os estudos que se desenvolveram conjuntamente, tais como: a contribuição das TIC para o desenvolvimento e aperfeiçoamento de propostas e projetos, ambos pedagógicos e tecnológicos; os desafios postos pelos usos das TIC; a combinação dos ambientes presenciais e virtuais (i.e. hibridização) do ensino superior e o favorecimento à aprendizagem cooperativa, centrada no aluno e autônoma. Foi desenvolvida pesquisa com professores universitários, com abordagem qualitativa e com o intuito de investigar: a capacitação docente junto às TIC; a interação professor-aluno-conteúdo suportada pelas TIC e a visão docente sobre os usos das TIC em relação à gestão universitária. Percebeu-se o cenário complexo em que atualmente os professores universitários se encontram; o qual possui como componentes: as etapas de capacitação pedagógica e tecnológica; a participação ativa da gestão universitária como fomento à viabilidade de novas funções/atribuições docentes e a personalização/humanização do ensino, possível por meio da abordagem pedagógica interacionista. Diante de tais transformações e das oportunidades que os ambientes híbridos do ensino superior trazem, foi possível reconhecer três novos papéis do professor: promover espaços de interação, constituindo/mantendo vínculos entre pares e professor-aluno; aperfeiçoar-se continuamente como pessoa, acadêmico e profissional e envolver-se junto à gestão universitária. / This thesis investigates the University Professors New Roles faced to the Information and Communication Technologies (ICT). As a support of the investigation, it was tried, by means of theoretical foundation, to base the studies that were developed together, such as: the ICT contribution for the development and improvement of the proposals and projects, both pedagogical and technological ones; the challenges made by the uses of the ICT; the combination of presential and virtual environments (hybridization/blending) of the higher education and the promoting of a cooperative and autonomous learning, focused in the student. It was developed a qualitative approach research with university professors, aiming to investigate: the professors ability with the ICT; the professor-student-content interaction supported by the ICT and the professors vision about the uses of the ICT in relation to the university management. It was noticed the complex scene at where the university professors are nowadays, which has as components: the stages of pedagogical and technological qualification; the active participation of the university management as foments to the viability of the professors new functions/attributions and the learning personalization/humanization, possible by means of the interactionist and pedagogical approach. Through the changes and the opportunities brought by the higher education hybrid environments, it was possible to recognize three new professors roles: to promote interaction spaces, constituting/keeping bonds between pairs and professor-student; to improve themselves continuously as person, academic and professional and to become involved with the university management.

Este trabalho tem como objetivo investigar a existência (ou não) de um espaço em sala de aula favorável à prática da argumentação, em situações específicas de conflito na interação professor?aluno. Sendo a interação mediada pela linguagem, interessa investigar como os sentidos constituídos por meio da linguagem influenciam os sujeitos envolvidos, colaborando ou não para suas ações em direção à prática do discurso argumentativo. As investigações foram feitas por meio de observações de aulas ministradas aos 3os anos do Ensino Médio noturno, em duas escolas públicas, uma em região mais nobre e outra em região de periferia do município de São Paulo. Das observações foram selecionados o corpus ?A? e o ?B?, que trazem as interações conflitantes entre professores e alunos. A palavra conflito, neste trabalho, está sendo considerada como desavença, discórdia, ou, mais especificamente, divergência de opiniões, interesses ou sentimentos. Na perspectiva deste trabalho, o conflito é inevitável, pois é inerente à própria interação mediada pela linguagem; entretanto, é possível que situações sejam amenizadas. A hipótese é a de que a prática efetiva da argumentação, ligada à arte de convencer e à consideração pelo outro, representa uma saída para as situações de conflito. No entanto, os resultados de análise mostram que o espaço em sala de aula que privilegie a argumentação não chega a ser efetivo. Há, ainda, um longo caminho a ser percorrido no que diz respeito a compreender os seguintes aspectos: as concepções de linguagem; o processo interacional; o discurso, seu contexto mais amplo de produção e os efeitos possíveis de serem constituídos; os conflitos, suas causas e implicações; a arte de argumentar em situações específicas de conflito etc., de maneira que tal compreensão se reverta em ações cujos efeitos possam transformar a realidade enfrentada na interação professor?aluno. / The purpose of this paper is to investigate the existence (or non-existence) of a space inside the classroom which is favorable to the practice of argumentation, in specific situations of conflict related to the teacher–student interaction. In view of the fact that interaction is mediated by the language, it is interesting to investigate how the feelings produced by the language influence the subjects involved, collaborating or not for their actions toward the practice of the argumentative speech. The investigations were carried out by means of observations of classes taught to 3rd year students of evening High School Courses, in two public schools: one located in a noble region, and the other in the outskirts of the City of São Paulo. Out of those observations, corpus “A" and “B" were selected, which bring forth the conflict situations between teachers and students. The word “conflict" in this paper is being considered as disagreement, discord, or, more specifically, differences of opinions, interests or feelings. In the perspective of this paper, the conflict is unavoidable, since it is inherent to the very interaction mediated by the language; however, it is possible that situations can be soothed. The hypothesis is that the effective practice of argumentation, connected to the art of convincing, and to the consideration for the other, represents a way out to the conflict situations. Nevertheless, the analysis results show that the space in classroom that privileges the argumentation does not come to be effective. There is still a long way to go, in terms of understanding the following aspects: the concepts of language; the interaction process; the discourse, its wider context of elaboration and possible effects; the conflicts, its causes and implications; the art of argumentation in specific situations of conflict etc., so that such understanding can be reverted to actions, whose effects will be able to change the reality involving the teacher–student interaction.

The purpose of this study was to investigate student satisfaction in hybrid education courses as compared to the traditional face-to-face courses. This was done by focusing on 2 main factors involved in student satisfaction: student-instructor connection and student-faculty connection. Other factors such as the students’ level of technical experience and influence of outside forces such as jobs and families were also studied. Students at one community college in Appalachia were involved in this study. Forty-four students participated in this student. They survey included a Likert-type scale and had additional questions on the student’s prior experience in online and hybrid education as well as two open-ended questions regarding the advantages and disadvantages of online learning. The survey contained 67 questions. Statistical analyses of the data revealed: (1) Students who felt more connected with their instructors were more likely to express satisfaction in their online or hybrid courses. (2) Students who felt more connected with other students were more likely to express satisfaction in their online or hybrid courses. (3) No significance in students’ opinions regarding having an in-person component in their hybrid courses. (4) Students who were more technologically experienced were more likely to express satisfaction with their online or hybrid courses. (5) A significant difference between the mean and students’ overall satisfaction with their hybrid courses showing that overall, students are not satisfied with their experiences. (6) A significant difference from the mean student instructor connectivity score showed that students do not feel connected with their instructors. (7) No significance between the mean and the student-student connectivity score. (8) A significant difference between the mean and the technology score showed that students were not experienced with the technology used in their hybrid courses. (9) A significant difference between the mean score and the students’ opinions of the course design showed that students do not feel that the course design helped them learn.

The purpose of this study was to evaluate the different stereotypes that individuals, within a university’s general student population, held toward studentathletes and non-athlete students admitted to the university on a special admission basis (students admitted with requirements less than the stated minimum for admission). Two studies, one qualitative in nature and the other with a quantitative focus, were conducted to assess students’ perceptions of special admission students. The results of this study show that students from a university’s general population have more of a negative stereotype or perception of athlete special admissions, as compared to a non-athlete special admission student, when interacting in an academic setting. On the other hand, the general student population indicated a more positive perception for allowing special admission to athletes than they did for allowing special admission to non-athlete students.