Analysis of teacher-students interactions in a written language learning setting

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Teacher-student interactions in a reading and writing learning setting in first grade of elementary school, were analyzed taking the teaching method into consideration. Among the groups of children whom were taught with strategies derived from interbehavioral psychology, a larger number of interacti...

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Detalles Bibliográficos
Autor: Bazán Ramírez, Aldo
Formato: artículo
Fecha de Publicación:2002
Institución:Pontificia Universidad Católica del Perú
Repositorio:Revistas - Pontificia Universidad Católica del Perú
Lenguaje:español
OAI Identifier:oai:revistaspuc:article/3712
Enlace del recurso:http://revistas.pucp.edu.pe/index.php/psicologia/article/view/3712
Nivel de acceso:acceso abierto
Materia:lnteraction
functional level
reading and writing
interactive episode
teaching
interacción
nivel funcional
lectura y escritura
episodio interactivo
enseñanza
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network_name_str Revistas - Pontificia Universidad Católica del Perú
repository_id_str
spelling Analysis of teacher-students interactions in a written language learning settingInteracciones maestro-alumno en una situación de enseñanza de la lengua escritaBazán Ramírez, Aldolnteractionfunctional levelreading and writinginteractive episodeteachinginteracciónnivel funcionallectura y escrituraepisodio interactivoenseñanzaTeacher-student interactions in a reading and writing learning setting in first grade of elementary school, were analyzed taking the teaching method into consideration. Among the groups of children whom were taught with strategies derived from interbehavioral psychology, a larger number of interactions in qualitatively more complex levels are observed, this means that in these groups we observe interactions with non-apparent properties of the objects, and relations with extra-situational referents.$esides, in the mentioned groups we observed that interactions initiated by group teachers were followed with a very high probability by students' behaviors,in the same complexity le veis where the teachers' behaviors appeared.Las interacciones maestro-alumno en una situación de enseñanza de la lectura y escritura en el primer grado de primaria, fueron analizados tomando en cuenta el método de enseñanza. En los grupos de niños que fueron enseñados con estrategias derivadas de la psicología interconductual se observaron mayor número de interacciones en niveles cualitativamente mas complejos, es decir, en estos grupos se observan interacciones con las propiedades no aparentes de los objetos,y relaciones con referentes extra situacionales. Además, en estos grupos se observaronque las interacciones iniciadas por los maestros de grupo eran seguidas en una probabilidad muy alta por comportamientos de los alumnos, en los mismos niveles de complejidad en las que se daban los comportamientos de los maestros.Pontificia Universidad Católica del Perú2002-06-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://revistas.pucp.edu.pe/index.php/psicologia/article/view/371210.18800/psico.200202.003Revista de Psicología; Vol. 20 Núm. 2 (2002); 61-882223-37330254-9247reponame:Revistas - Pontificia Universidad Católica del Perúinstname:Pontificia Universidad Católica del Perúinstacron:PUCPspahttp://revistas.pucp.edu.pe/index.php/psicologia/article/view/3712/3694info:eu-repo/semantics/openAccessoai:revistaspuc:article/37122025-08-19T15:49:44Z
dc.title.none.fl_str_mv Analysis of teacher-students interactions in a written language learning setting
Interacciones maestro-alumno en una situación de enseñanza de la lengua escrita
title Analysis of teacher-students interactions in a written language learning setting
spellingShingle Analysis of teacher-students interactions in a written language learning setting
Bazán Ramírez, Aldo
lnteraction
functional level
reading and writing
interactive episode
teaching
interacción
nivel funcional
lectura y escritura
episodio interactivo
enseñanza
title_short Analysis of teacher-students interactions in a written language learning setting
title_full Analysis of teacher-students interactions in a written language learning setting
title_fullStr Analysis of teacher-students interactions in a written language learning setting
title_full_unstemmed Analysis of teacher-students interactions in a written language learning setting
title_sort Analysis of teacher-students interactions in a written language learning setting
dc.creator.none.fl_str_mv Bazán Ramírez, Aldo
author Bazán Ramírez, Aldo
author_facet Bazán Ramírez, Aldo
author_role author
dc.subject.none.fl_str_mv lnteraction
functional level
reading and writing
interactive episode
teaching
interacción
nivel funcional
lectura y escritura
episodio interactivo
enseñanza
topic lnteraction
functional level
reading and writing
interactive episode
teaching
interacción
nivel funcional
lectura y escritura
episodio interactivo
enseñanza
description Teacher-student interactions in a reading and writing learning setting in first grade of elementary school, were analyzed taking the teaching method into consideration. Among the groups of children whom were taught with strategies derived from interbehavioral psychology, a larger number of interactions in qualitatively more complex levels are observed, this means that in these groups we observe interactions with non-apparent properties of the objects, and relations with extra-situational referents.$esides, in the mentioned groups we observed that interactions initiated by group teachers were followed with a very high probability by students' behaviors,in the same complexity le veis where the teachers' behaviors appeared.
publishDate 2002
dc.date.none.fl_str_mv 2002-06-01
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://revistas.pucp.edu.pe/index.php/psicologia/article/view/3712
10.18800/psico.200202.003
url http://revistas.pucp.edu.pe/index.php/psicologia/article/view/3712
identifier_str_mv 10.18800/psico.200202.003
dc.language.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv http://revistas.pucp.edu.pe/index.php/psicologia/article/view/3712/3694
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Pontificia Universidad Católica del Perú
publisher.none.fl_str_mv Pontificia Universidad Católica del Perú
dc.source.none.fl_str_mv Revista de Psicología; Vol. 20 Núm. 2 (2002); 61-88
2223-3733
0254-9247
reponame:Revistas - Pontificia Universidad Católica del Perú
instname:Pontificia Universidad Católica del Perú
instacron:PUCP
instname_str Pontificia Universidad Católica del Perú
instacron_str PUCP
institution PUCP
reponame_str Revistas - Pontificia Universidad Católica del Perú
collection Revistas - Pontificia Universidad Católica del Perú
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1840900907446829056
score 13.408957
Analysis of teacher-students interactions in a written language learning setting
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