The identification of teaching interactions used in one-to-one teaching of number in the early years of schooling

Ewing, Bronwyn (2016) The identification of teaching interactions used in one-to-one teaching of number in the early years of schooling. Cogent Education, 3(1), p. 1132525.

View at publisher

Abstract

This research paper reports on phase one of an investigation of video recorded intensive one-to-one teaching interactions with 6–7-year-old students who were in their second year of schooling in Australia and identified by the their teacher as low attaining in early number. The two-phased study from which this paper emerges was originally conducted in 1998 as part of my Bachelor of Teaching Honours (Research) program at Southern Cross University Lismore, New South Wales. That study identified teaching interactions particularly suited to one-to-one teaching in the Maths Recovery Program, a program designed for these students who were at risk of failure in early number. Since that time a great deal has not changed with limited literature available that comprehensively reports on teaching interactions in intensive one-to-one settings. Revisiting the original study is considered timely given the increasing number of withdrawal and intensive programs now funded and adopted by schools and yet, rarely reported on in terms of the effectiveness of the teaching interactions that occur in such settings. This paper then presents a discussion of a preliminary series of teaching interactions that either positively and or negatively influence an intensive one-to-one teaching and learning setting

Impact and interest:

1 citations in Web of Science®
Search Google Scholar™

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

239 since deposited on 25 Jan 2016
43 in the past twelve months

Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 92327
Item Type: Journal Article
Refereed: Yes
DOI: 10.1080/2331186X.2015.1132525
ISSN: 2331-186X
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Early Childhood Education (excl. Maori) (130102)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: The authors
Copyright Statement: This article is published under a Creative Commons Attribution Licence
Deposited On: 25 Jan 2016 05:17
Last Modified: 27 Jan 2016 04:11

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page