(questionnaire on student-teacher interaction) or QTI is a questionnaire for teacher. But how can I measure the students? and how can I relate them?
Have you thought of video analysis? I agree with Stefan's advice though - make you own checklist and scale. Classroom interaction has two broad parameters: i) incidence/frequency of interaction; ii) depth/quality of interaction. There is plenty of scope for making categories, but a way to capture the timeline of interactions against events is important. Hope that helps.
Hello Hyacinth,
Sending a scale on the psychosocial environment in the classroom. I do not know if will serve your desires. Excuse the scale be in Portuguese, but do not have it translated. If you need some exclarecimento just ask. In my Research Gate link can find articles with the application of this scale.
Best regards
Abílio Lourenço
Have you thought of video analysis? I agree with Stefan's advice though - make you own checklist and scale. Classroom interaction has two broad parameters: i) incidence/frequency of interaction; ii) depth/quality of interaction. There is plenty of scope for making categories, but a way to capture the timeline of interactions against events is important. Hope that helps.
Hyacinth, I suggest you the Flanders Interaction Analysis Category System (FIACS). It was prepared by Ned A. Flanders. It is an observation system. There are 10 categories in the system. The investigator has to observe the classroom interaction for a period of 30 minutes, twice. The title of the book is "AANALYZING TEACHING BEHAVIOUR" Published by Addison-Wesley publishing co., Philippines, 1970. I used this tool in my research work.
my suggestion is that you video record the classes and after analyse the content of the interactions (qualitative analyze) in order to identify categories/themes. You also can analyze others variables as the direction (individual, small group, class) and frequency.
You can record the lessons by video and then analyse the classroom behaviour of teachers in terms of direct teacher behaviour, indirect teacher behaviour, pupil talk, etc.
Hyacinth
it all depends on what you mean by interaction. If it is to code the quality of teaching, thus the teacher and pupil interactions in the learning process, might I suggest the Quality Teaching framework used across NSW Australia, Distiller from previous frameworks used in USA and Australia. http://www.rqt.edu.au/files/5514/1774/9895/NSW_DET_2003-Quality_Teaching_Guide.pdf
The paper below describes an approach we have developed:
Article Keeping them involved - Encouraging and Monitoring Student Activity
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