The goal of this study (Mainhard et al., 2012) was to explore the value of SSG for research on the quality of the classroom social climate by comparing classroom interaction in a classroom of a teacher characterized as drudging (Teacher A), that is with according to students a considerably lower agency and.
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In the present study we investigated the dynamics of teacher-student interactions by visualizing and analyzing the interactions'' trajectories with State Space Grid (SSG) analysis
More specifically, by examining the level of control and affiliation teachers and students display from moment-to-moment (i.e., the location in the grid) and the variability of
TEACHING IS A complex job (Chang, Citation 2009; Wubbels, Brekelmans, Den Brok, & Van Tartwijk, Citation 2006).The crucial role of teacher-student relationships in education has been reported (see for an overview
Quantifying entropy of dyadic interactions using state-space grids Unpredictability of dyadic interactions has been measured by applying Shannon''s entropy to state-space grids (SSGs) (Coburn et al
These micro-grids never connect to the macro-grid and instead operate in an island mode at all times because of economical issue or geography position. Typically, an "off-grid" micro-grid is
It aimed (i) to examine the application of micro teaching in teacher education programs, ( ii) to explore the theory for micro teaching and (iii) critically examined different researches on micro
The method of state space grids is used in particular in psychology and student-teacher interactions to describe and analyse the interaction between parents and children. (Hollenstein 2013, p. 16). State Space Grids (SSGs for short) are two-dimensional systems. They have two axes that can assume discrete values.
In this chapter an analysis tool, called State Space Grid (SSG) analysis is described. SSG analysis can be used to study social interaction as it occurs in real-time. A SSG is a visual representation of an interaction trajectory between two (or more) interaction partners (or variables).
Agency State Space Grids for the two classrooms per lesson. Bordered cells represent the favorable interaction area. The upper panel ( a) refers to the classroom of the drudging teacher, the lower panel ( b) refers to the classroom with the more positive climate Communion State Space Grids for the two classrooms per lesson.
In several studies (i.e., Mainhard et al., 2012; Pennings et al., 2015; Pennings, Van Tartwijk et al., 2014) the state space of teacher and class behavior is comprised of all the possible joint states of agency and communion that teachers and students might adopt in interaction.
Single attractors cells, attractor regions, and corresponding perseverance. We identified up to four attractors per classroom, with varying degrees of perseverance for each attractor. For half of the teachers, multiple cells formed an attractor region.
One of the classrooms was removed prior to analyses because in the first 10 minutes of the videotaped lesson, hardly any interaction occurred due to students taking a written test. Therefore, only 35 teachers (746 students, 27 schools) were included in the present study.
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