Estudos recentes apontam a importância das interações entre professores e alunos no contexto escolar de forma geral. Este trabalho buscou investigar a percepção de alunos do Ensino Médio acerca da interação com seus professores na sala de aula, como percebem o relacionamento com o professor, o que esperam do professor, o que lhes agrada/desagrada na interação com os docentes. Além disso, analisou os modos de interação entre professores e alunos tais como acontecem no cotidiano institucional. Efetuou uma pesquisa qualitativa de tipo etnográfico através de observações participantes em quatro salas de aula de uma escola de Ensino Médio e entrevistas grupais com os alunos voluntários dessas salas. A pesquisa foi desenvolvida numa Escola Estadual de Ensino Fundamental e Médio localizada numa cidade do interior do Estado de São Paulo. Participaram da pesquisa 07 professores e os alunos de quatro salas de aula do referido nível de ensino, totalizando aproximadamente 160 alunos. Para a realização das entrevistas, todos os alunos das salas observadas foram convidados e os participantes foram voluntários. Estabelecemos como critério de categorização do material coletado o seu conteúdo. Desse modo, os resultados foram divididos em dois grupos: a primeira parte trata dos dados referentes ao contexto institucional e às entrevistas com os alunos, e a segunda parte analisa as interações observadas pela pesquisadora em sala de aula. Os resultados da primeira parte evidenciaram que, para os alunos, existem diferentes modos de o professor exercer o poder disciplinar na sala de aula como forma de controle e produção de subjetividades. Aparece a figura do professor amigo, do professor que tem firmeza para ensinar, dentre outros. A partir das observações em sala de aula, emergiram três cenários. No primeiro, vemos o exercício do poder disciplinar de maneira intensa e permanente, para obtenção de um tipo específico de aluno o robô. Já no segundo cenário, aparecem confrontos em que ou o professor ou o aluno precisam se retirar da sala de aula. No terceiro cenário, observamos uma diferenciação na interação professor-aluno na qual não acontece a sujeição total do aluno tampouco este parte para o confronto. Portanto, os resultados apontam para as interações desenvolvidas na escola como dispositivos disciplinares, tais como descritos por Foucault, mas revelam também as invenções ou linhas de fugas que se constituem nos limites deste dispositivo, tal como prevê Deleuze. / Recent studies show the importance of classroom interaction in schools. This study investigated High School students perception about their interaction with teachers inside the class. It focused on what students expect from a teacher, and what they like/ dislike when interacting with a teacher. A qualitative research ethnography was made by observing the participants in four High School classrooms and group interviews with voluntary students from these classrooms. The research was conducted in a State Elementary and High School in a Sao Paulo State city. Participating in the research were seven teachers and the students of four different classrooms referring to the learning level, totaling around one hundred and sixty students. The content and gathered material were established as a criterion. This way the results were divided in two groups: the first part was referent data to the institutional context and students interviews and, the second part analyzed the interactions observed with students by the researcher inside the classroom. Results from the first part show that for the students, there are different ways for the teacher to exert power of discipline inside the class as a way to control them. The teacher-friend, firmness to teach teacher figures show, amongst others. From classroom observation three scenes emerged. In the first one, we see the exercise of discipline power in an intense and permanent way to get a specific type of student the robot student. In the second scene, confrontation shows and in this case, student or teacher may have to leave the class. Third scene we observed a differentiation in the interaction between student teacher in which the student does not question the teacher so there is no confrontation. The results point to the developed interactions in School as a device to discipline, as described by Foucault but they also show the lines off light or inventions that are within the limits of devices as required Deleuze.

The purpose of this microethnography was to explore and describe the rural schooling experiences of one female adolescent who lives in a one industry, non-farming rural village and attends high school in a nearby small town. The pursuit of a post-secondary education usually results in the out-migration of local youth. This study describes and explores: (a) the ways in which the school environment and the interactions between the adolescent participant and her network educators shaped the meanings she ascribed to schooling; (b) the meanings of school curriculum for the adolescent participant; (c) the meanings of academic achievement for the adolescent participant; and (d) the role of the adolescent’s parents in her education at home and at school and the ways in which interactions between the adolescent and her parents shaped the meanings she ascribed to schooling. Data collection took place on site over 12 consecutive weeks and two re-visits which each lasted one week. The methods of data acquisition included participant observation, interviewing, document analyses, and photographs of local places. The adolescent participant’s mother and father and five educators at her high school also participated in this microethnography. Through addressing the specific rural issues and concerns of the rural context in which this microethnography took place this research reveals a deeper understanding of one adolescent’s rural schooling experiences. Implications for future rural schooling practices and research are discussed. / Thesis (Master, Education) -- Queen's University, 2007-09-26 08:13:17.519

The purpose of this study was to discover and describe how two teachers effectively interacted with and differentiated instruction for students who displayed off-task behaviors in the classroom. Through the use of observations and interviews, I described how two teachers interacted with students who display high-frequency, low-intensity off-task behaviors; identified strategies these effective teachers used in dealing with these behaviors; described where the teachers’ behaviours, attitudes, and practices lay on the Preventive-Restorative (P-R) continuum of beliefs of inclusion; and discovered how the teachers’ self-efficacy is related to P-R orientations and effective teaching behaviors. The teachers were chosen based on their principals’ belief in their effectiveness in dealing with off-task behaviours. The principal and the teacher collaboratively chose the students who displayed off-task behaviours on a consistent basis. The findings of this study confirm the existing research; the two teachers, whose beliefs lay on the preventive end of the continuum of beliefs of inclusion, tended to use effective teaching practices; these beliefs and practices were related to the teachers’ beliefs of their capability in being able to effectively help their students; these two teachers, who have preventive beliefs and high efficacy beliefs, interact in ways that are beneficial to students who display off-task behaviours. The common themes that emerged through the analysis of both teachers’ data included the belief in and the use of differentiated instruction; the belief in the importance of having a positive classroom environment; the practice of ensuring student engagement; the teachers’ use of their knowledge about students; and the teachers’ beliefs about inclusion and efficacy beliefs. The diversity of the teachers and their classroom contexts resulted in some differences in the findings, which are also discussed. This research extends previous research about teachers’ beliefs about inclusion and efficacy beliefs to teaching practices used for and interactions with students who display off-task behaviours. The findings also extend previous research revealing a relationship between teachers’ beliefs about inclusion and the belief in the importance of creating a positive classroom environment. Implications of this research for practice and for future research are discussed. / Thesis (Master, Education) -- Queen's University, 2010-08-26 09:43:54.336

Estudos recentes apontam a importância das interações entre professores e alunos no contexto escolar de forma geral. Este trabalho buscou investigar a percepção de alunos do Ensino Médio acerca da interação com seus professores na sala de aula, como percebem o relacionamento com o professor, o que esperam do professor, o que lhes agrada/desagrada na interação com os docentes. Além disso, analisou os modos de interação entre professores e alunos tais como acontecem no cotidiano institucional. Efetuou uma pesquisa qualitativa de tipo etnográfico através de observações participantes em quatro salas de aula de uma escola de Ensino Médio e entrevistas grupais com os alunos voluntários dessas salas. A pesquisa foi desenvolvida numa Escola Estadual de Ensino Fundamental e Médio localizada numa cidade do interior do Estado de São Paulo. Participaram da pesquisa 07 professores e os alunos de quatro salas de aula do referido nível de ensino, totalizando aproximadamente 160 alunos. Para a realização das entrevistas, todos os alunos das salas observadas foram convidados e os participantes foram voluntários. Estabelecemos como critério de categorização do material coletado o seu conteúdo. Desse modo, os resultados foram divididos em dois grupos: a primeira parte trata dos dados referentes ao contexto institucional e às entrevistas com os alunos, e a segunda parte analisa as interações observadas pela pesquisadora em sala de aula. Os resultados da primeira parte evidenciaram que, para os alunos, existem diferentes modos de o professor exercer o poder disciplinar na sala de aula como forma de controle e produção de subjetividades. Aparece a figura do professor amigo, do professor que tem firmeza para ensinar, dentre outros. A partir das observações em sala de aula, emergiram três cenários. No primeiro, vemos o exercício do poder disciplinar de maneira intensa e permanente, para obtenção de um tipo específico de aluno o robô. Já no segundo cenário, aparecem confrontos em que ou o professor ou o aluno precisam se retirar da sala de aula. No terceiro cenário, observamos uma diferenciação na interação professor-aluno na qual não acontece a sujeição total do aluno tampouco este parte para o confronto. Portanto, os resultados apontam para as interações desenvolvidas na escola como dispositivos disciplinares, tais como descritos por Foucault, mas revelam também as invenções ou linhas de fugas que se constituem nos limites deste dispositivo, tal como prevê Deleuze. / Recent studies show the importance of classroom interaction in schools. This study investigated High School students perception about their interaction with teachers inside the class. It focused on what students expect from a teacher, and what they like/ dislike when interacting with a teacher. A qualitative research ethnography was made by observing the participants in four High School classrooms and group interviews with voluntary students from these classrooms. The research was conducted in a State Elementary and High School in a Sao Paulo State city. Participating in the research were seven teachers and the students of four different classrooms referring to the learning level, totaling around one hundred and sixty students. The content and gathered material were established as a criterion. This way the results were divided in two groups: the first part was referent data to the institutional context and students interviews and, the second part analyzed the interactions observed with students by the researcher inside the classroom. Results from the first part show that for the students, there are different ways for the teacher to exert power of discipline inside the class as a way to control them. The teacher-friend, firmness to teach teacher figures show, amongst others. From classroom observation three scenes emerged. In the first one, we see the exercise of discipline power in an intense and permanent way to get a specific type of student the robot student. In the second scene, confrontation shows and in this case, student or teacher may have to leave the class. Third scene we observed a differentiation in the interaction between student teacher in which the student does not question the teacher so there is no confrontation. The results point to the developed interactions in School as a device to discipline, as described by Foucault but they also show the lines off light or inventions that are within the limits of devices as required Deleuze.

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Students generally spend more than ten years interacting with teachers in a classroom and thus, such interactions can have a positive or negative impact on students’ academic self-concept and educational goals (Rosenthal, Folse, Allerman, Boudreaux, Soper, & Von Bergen, 2000). The purpose of this study is to determine whether there is a significant relationship between student-teacher interactions and academic self-concept. Participants in the study include African American male high school students in an urban school district. The independent variable is the student-teacher interactions, as measured by the Student-Professor Interaction Scale (Cokley et al., 2004). The dependent variable is the students’ academic-self-concept, which is measured by the Academic Self-Concept Scale (Reynolds, Ramirez, Magrina, & Allen, 1980). The data was analyzed by using Pearson’s correlation and hierarchical multiple regression to determine if there was a statistically significant relationship between the two variables. Findings, study limitations, and future research directions are also discussed.

This dissertation interprets a qualitative study designed to investigate the pedagogical practices of experienced science teachers who, through their teaching practices, promote learning and achievement of urban African American middle school students between the ages 10-13 years. Based upon the theoretical frameworks of the theory of third space and culturally-responsive pedagogy, this study targeted the pedagogical practices that connected home-to-school experiences. The study sample consisted of 17 students, 2 experienced science teachers, and 1 principal from the same urban middle school. Data collected over a six-month period include in-depth individual interviews, classroom observations, audio recordings, videotaping, and review of documentation. Interviews focused on the participants' experiences, views, and the role each played in learning and achievement. Classroom observations provided additional insights into the classroom setting, participants' actions, and participants' interactions with the teachers and other students. The student focus group emphasized the students' perspectives of their teacher and her teaching strategies. A whole-text analysis of the interview transcripts, observational field notes, video recording and documents generated three major categories: connection to students, classroom management, and instructional pedagogy. The following significant findings emerged from the data: (a) the beliefs and views of teachers affect their classroom practices; (b) when teachers build rapport with African American students, they are better able to create trust, increase the comfort level in their classroom, and motivate learning; (c) a teacher's use of home-to-school connections motivates students' interest in learning while helping them to make connections to curriculum, (d) the type of classroom management practices a teacher uses can enhance effective content implementation, and (e) a teacher's varied instructional pedagogical practices can provide African American students the opportunity they need to demonstrate knowledge and achievement. Implications for middle school teachers, students, parents, administrators, and teacher educators are included. Suggestions for future research are also provided. The results from this qualitative study strongly suggest that third space theory provides a theoretical framework for understanding the connections necessary for bridging a culturally-responsive disposition and a continuum between home and school experiences, which is critical in a science classroom populated by urban African American students. / Ph. D.