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

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TATE Volume 28, Number 7, ISSN 0742-051X Publisher: Elsevier Ltd

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.

Citation

Mainhard, M.T., Pennings, H.J.M., Wubbels, T. & Brekelmans, M. (2012). Mapping control and affiliation in teacher–student interaction with State Space Grids. Teaching and Teacher Education: An International Journal of Research and Studies, 28(7), 1027-1037. Elsevier Ltd. Retrieved February 6, 2023 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2012.04.008

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