Mapping control and affiliation in teacher-student interaction with State Space Grids

M. Tim Mainhard; Helena J.M. Pennings; Theo Wubbels; Mieke Brekelmans

doi:10.1016/j.tate.2012.04.008

Mapping control and affiliation in teacher-student interaction with State Space Grids

M. Tim Mainhard^*, Helena J.M. Pennings, Theo Wubbels, Mieke Brekelmans

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

24 Citations (Scopus)

Abstract

This paper explores how State Space Grids (SSG), a dynamic systems research method, can be used to map teacher-student interactions from moment-to-moment and thereby to incorporate temporal aspects of interaction. Interactions in two secondary school classrooms are described in terms of level of interpersonal control and affiliation, and of variability and recurrent stable states (called " attractors" ) of teacher-student interaction. Undesirable interactions appeared to feature weaker attractors and higher variability than more desirable interactions. SSGs appeared a promising way to study temporal aspects of classroom interaction, offering variability and attractors as indicators for the quality of classroom interaction.

Original language	English
Pages (from-to)	1027-1037
Number of pages	11
Journal	Teaching and teacher education
Volume	28
Issue number	7
DOIs	https://doi.org/10.1016/j.tate.2012.04.008
Publication status	Published - Oct 2012
Externally published	Yes

Keywords

Classroom observation
Dynamic systems
Interpersonal theory
State Space Grid
Teacher-student interaction

Access to Document

10.1016/j.tate.2012.04.008

Cite this

@article{853b333398794768b8b53b0ca1e275a8,

title = "Mapping control and affiliation in teacher-student interaction with State Space Grids",

abstract = "This paper explores how State Space Grids (SSG), a dynamic systems research method, can be used to map teacher-student interactions from moment-to-moment and thereby to incorporate temporal aspects of interaction. Interactions in two secondary school classrooms are described in terms of level of interpersonal control and affiliation, and of variability and recurrent stable states (called {"} attractors{"} ) of teacher-student interaction. Undesirable interactions appeared to feature weaker attractors and higher variability than more desirable interactions. SSGs appeared a promising way to study temporal aspects of classroom interaction, offering variability and attractors as indicators for the quality of classroom interaction.",

keywords = "Classroom observation, Dynamic systems, Interpersonal theory, State Space Grid, Teacher-student interaction",

author = "Mainhard, \{M. Tim\} and Pennings, \{Helena J.M.\} and Theo Wubbels and Mieke Brekelmans",

note = "Funding Information: This research was made possible by funding from the Netherlands Organization for Scientific Research ( 411-03-313 ).",

year = "2012",

month = oct,

doi = "10.1016/j.tate.2012.04.008",

language = "English",

volume = "28",

pages = "1027--1037",

journal = "Teaching and teacher education",

issn = "0742-051X",

publisher = "Elsevier",

number = "7",

}

TY - JOUR

T1 - Mapping control and affiliation in teacher-student interaction with State Space Grids

AU - Mainhard, M. Tim

AU - Pennings, Helena J.M.

AU - Wubbels, Theo

AU - Brekelmans, Mieke

N1 - Funding Information: This research was made possible by funding from the Netherlands Organization for Scientific Research ( 411-03-313 ).

PY - 2012/10

Y1 - 2012/10

N2 - This paper explores how State Space Grids (SSG), a dynamic systems research method, can be used to map teacher-student interactions from moment-to-moment and thereby to incorporate temporal aspects of interaction. Interactions in two secondary school classrooms are described in terms of level of interpersonal control and affiliation, and of variability and recurrent stable states (called " attractors" ) of teacher-student interaction. Undesirable interactions appeared to feature weaker attractors and higher variability than more desirable interactions. SSGs appeared a promising way to study temporal aspects of classroom interaction, offering variability and attractors as indicators for the quality of classroom interaction.

AB - This paper explores how State Space Grids (SSG), a dynamic systems research method, can be used to map teacher-student interactions from moment-to-moment and thereby to incorporate temporal aspects of interaction. Interactions in two secondary school classrooms are described in terms of level of interpersonal control and affiliation, and of variability and recurrent stable states (called " attractors" ) of teacher-student interaction. Undesirable interactions appeared to feature weaker attractors and higher variability than more desirable interactions. SSGs appeared a promising way to study temporal aspects of classroom interaction, offering variability and attractors as indicators for the quality of classroom interaction.

KW - Classroom observation

KW - Dynamic systems

KW - Interpersonal theory

KW - State Space Grid

KW - Teacher-student interaction

UR - https://www.scopus.com/pages/publications/84863862278

U2 - 10.1016/j.tate.2012.04.008

DO - 10.1016/j.tate.2012.04.008

M3 - Article

AN - SCOPUS:84863862278

SN - 0742-051X

VL - 28

SP - 1027

EP - 1037

JO - Teaching and teacher education

JF - Teaching and teacher education

IS - 7

ER -

Mapping control and affiliation in teacher-student interaction with State Space Grids

Abstract

Keywords

Access to Document

Other files and links

Fingerprint

Cite this