ANTH 3720 Demography of Past Populations (original) (raw)
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2018
Pradhita Ramadhani. A320140074. CLASSROOM INTERACTION IN A SPEAKING CLASS AT EIGHTH GRADE IN JUNIOR HIGH SCHOOL 2 COLOMADU KARANGANYAR. Research Paper. School of Teacher Training and Education. Muhammadiyah University of Surakarta. This research aims at desribing teacher and students interaction in speaking class, the types of classroom interaction during speaking class, the roles of teacher in speaking class, and the roles of students in speaking class. This research uses descriptive qualitative research design. The writer gets the data of this research from event, human, and document. The events in this research are all of the activities occured in speaking class, they are learning process and teaching process. Humans are teacher and students of 8A class in SMPN 2 Colomadu Karanganyar. Documents are all of the written information related to the interaction in speaking class. The methods of collecting data are observation, interview, and document analysis. The result of this resear...
Khan and Tas 2019 Investigating classroom interaction patterns20200113 123555 1bd4dtn
1st International Educational Research Conference Full Abstract Book, 2019
Interaction, providing the blueprint necessary for communication, has a pivotal role in language development. In this regard, communication-oriented language teaching methodologies such as CLT are intuitively characterised with various types of student-originated interaction patterns. However, the disarray in showing the direction of these dyadic interactions and the lack of empirical work hinder an objective judgement of the types of classroom interaction put into use by language teachers. In order to remedy this problem, the teacher-student dialogues written by pre-service English teachers at Hacettepe University are analysed, and a comprehensive convention which can be used for showing various classroom interactions is formed through this study. Convention of Classroom Interaction Patterns (CCIP) breaks down instances of classroom interaction into two types as teacher-originated and student-originated, with 20 distinct directional patterns. The results have yielded the quantitative supremacy of teacher-originated (59%) as opposed to student-originated (41%) instances. The most frequent pattern has been found to be T-WC (43.9%). Furthermore, certain types have been spotted to vary according to proficiency levels. In the end, CCIP is proposed as a unifying guide to develop a better understanding of student-oriented pedagogy, which is profoundly the interactional mindset entailed by communicative language policies. SINIF İÇİ ETKİLEŞİM ÖRÜNTÜLERİNİN ARAŞTIRILMASI: METİN TEMELLİ ANALİZ Özet İletişim için elzem temeli sağlaması nedeniyle karşılıklı etkileşimin dil öğreniminde merkezi bir rolü vardır. Bu minvalde, İletişimsel Dil Öğretimi (CLT) gibi iletişim yönelimli dil öğretim teknikleri öngörüsel olarak çeşitli öğrenci kaynaklı etkileşim örüntüleriyle nitelendirilmiştir. Mamafih, ikili etkileşimin yönünü göstermedeki düzensizlik ve ampirik çalışmaların yetersizliği, öğretmenler tarafından kullanılan sınıf içi etkileşim örüntülerinin nesnel bir değerlendirmesinin önündeki engellerdir. Bu soruna çözüm sunabilmek için, Hacettepe Üniversitesi'nde eğitimini sürdüren hizmet öncesi İngilizce öğretmenlerinin yazdığı öğretmen-öğrenci diyalogları incelenmiştir ve akabinde birçok farklı sınıf içi etkileşimini göstermede kullanabilecek kapsayıcı bir konvansiyon oluşturulmuştur. Sınıf İçi Etkileşim Örüntüleri Konvansiyonu (CCIP) sınıf içi etkileşim örneklerini toplam 20 farklı yönelimsel örüntü ihtiva eden öğretmen kaynaklı ve öğrenci kaynaklı iki türe bölmektedir. Sonuçlar öğrenci kaynaklı etkileşimlere (%41) nazaran öğretmen kaynaklı örneklerin (%59) sayısal üstünlüğünü göstermiştir. En sık karşılaşılan etkileşim örüntüsü T-WC (% 43.9) tespit edilmiştir. Buna ek olarak, bazı örüntü tiplerinin yeterlik düzeyine göre değişiklik gösterdiği saptanmıştır. Sonuç kısmında, iletişimsel dil planlarının gerektirdiği etkileşimsel zihniyet olan öğrenci temelli eğitime yönelik daha iyi bir anlayış geliştirebilmek için CCIP birleştirici bir kılavuz olarak önerilmektedir. Anahtar Sözcükler: Sınıf içi etkileşim; etkileşim örüntüsü, öğretmen kaynaklı; öğrenci kaynaklı
Patterns of Teacher-Student Verbal Interaction in the Tenth Grade Biology Classes in Samtse District
Grounded in the importance of classroom interaction in teaching and learning, this small scale study examined the pattern of teacher-student verbal interaction in grade ten biology classes using Flanders Interaction Analysis System (FIAS). The sample of the study consisted of 8 teachers and 383 class 10 biology students from three higher secondary schools and a middle secondary school in Samtse district. Seventeen grade 10 biology classes were observed using a coding chart. The data obtained were analyzed using the decoding process prescribed in FIAS. The study was significant because its findings and conclusions may stimulate teachers to improve their interaction practices inorder to maximize students' learning. The findings revealed that 75.71% of the time was used for 'lecturing' making it the most popular approach. The findings also revealed that teacher talk (85.23%) was much more than student talk time (11.38%) which indicated that classroom interaction was dominated by teachers. It was also found that teachers used more direct influence (77.27%) through lecturing and giving directions than indirect influence (7.96%) which include behaviors like accepting student's, feelings, praising, encouraging, accepting or using students ideas and asking questions. By and large the findings indicated that teacher dominated classroom interaction continues to be the dominant teaching trend in teaching tenth grade biology in Samtse district. The study confirmed previous studies done in Bhutan which reported similar findings.