Good teachers know their students, and exploit this knowledge to adapt or optimise their instruction. Traditional teachers know their students because they interact with them face-to-face in classroom or one-to-one tutoring sessions. In these settings, they can build student models, i.e., by exploiting the multi-faceted nature of human-human communication. In distance-learning contexts, teacher...

The performance of automatic speech recognition can often be significantly improved by combining multiple systems together. Though beneficial, ensemble methods can be computationally expensive, often requiring multiple decoding runs. An alternative approach, appropriate for deep learning schemes, is to adopt student-teacher training. Here, a student model is trained to reproduce the outputs of ...

This study examined whether the dopamine transporter DAT1 and the dopamine receptor DRD4 genes moderate the effect of student-reported teacher-student relationship affiliation or dissatisfaction on parent-reported adolescent rule-breaking behavior and behavioral engagement. The sample included 1053 adolescents (51% boys, Mage=13.79) from grades 7 to 9. Regression analyses were conducted using M...

Valid measurement of how students' experiences in secondary school classrooms lead to gains in learning requires a developmental approach to conceptualizing classroom processes. This article presents a potentially useful theoretical model, the Teaching Through Interactions framework, which posits teacher-student interactions as a central driver for student learning and that teacher-student inte...

The teaching brain is a dynamic system that is in constant interaction with the learning brain. If we fail to explore the teaching brain we will continue to design educational reform policies that ignore the most important lens in the classroom: the teachers’. Master teachers recognize their perspective and leverage their teaching brains to embody a systems thinking view of their practice. If a...

This paper reports on an empirical research on the Interaction Equivalency Theorem posited by Anderson (2003a), consisting of the three elements of teacher-student-content interaction. Using an authordeveloped survey, the paper reports the priority order of interaction elements to assure learning quality with two parameters of learning modes and subject orientations. The inventory was tested in...

DESCRIPTORSBIBLIOGRAPHIES, *INTERACTION, LITERATURE REVIEWS, MALES, *PERSONALITY STUDIES, *PERSONALITY THEORIES, PHYSICS TEACHERS, QUESTIONNAIRES, SECONDARY SCHOOL TEACHERS, *STUDENT CHARACTERISTICS, TABLES (DATA), TEACHER ATTITUDES, *TEACHER CHARACTERISTICS, MINNESOTA TEACHER ATTITUDE INVENTORY (MTAI), CLASSROOM CLIMATE QUESTIONNAIRE (CCQ), EDWARDS PERSONAL PREFERENCE SCHEDULE (EPPS), ALLPORT ...