caa a22 4500 475789253 CHVBK 20180406123707.0 cr unu---uuuuu 170329e20000601xx s 000 0 eng 10.1007/BF03173172 doi (NATIONALLICENCE)springer-10.1007/BF03173172 Strategies to regulate content development and interactivity in the classroom [Elektronische Daten] [Isabel Alemany, Teresa Majós] The teaching-learning process is an interactive process controlled by a series of regulatory mechanisms. This article reports on a study of teacher regulation of classroom activity and teacher-student behavior. The analysis of this behavior can provide a better understanding of what happens during a class session, the context in which students construct meaning and progressively acquire greater control of their own learning process. The strategies employed by the teacher to regulate, the teaching-learning can be classified in two categories: those directed primarily towards regulating the social structure of participation and those directed primarily towards regulating content development and the learning task. This article identifies and analyzes instances of the second kind of strategy, though both kinds are often simultaneous, inter-related and mutually supportive. The investigation reported here was based on the observation, recording and analysis of teacher-student interaction in Social Studies classes in a secondary school in Spain. Instituto Superior de Psicologia Aplicada, Lisbon, Portugal/ Springer Netherlands, 2000 Classroom strategies nationallicence Interaction analysis and discourse nationallicence Secondary school nationallicence Social studies classroom nationallicence Alemany Isabel Department de Psicologia de l'Educació, Universitat Autónoma de Barcelona, Facultat de Ciències de l'Educació, Edifici G, 08193 Bellaterra, Barcelona, Spain aut Majós Teresa Department de Psicologia Evolutiva i de l'Educació, Universitat de Barcelona Passeig de la Vall d'Hebro, 171, Edifici de Ponent, 08035, Barcelona, Spain aut European Journal of Psychology of Education Springer Netherlands 15/2(2000-06-01), 157-171 0256-2928 15:2<157 2000 15 10212 https://doi.org/10.1007/BF03173172 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF03173172 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Alemany Isabel Department de Psicologia de l'Educació, Universitat Autónoma de Barcelona, Facultat de Ciències de l'Educació, Edifici G, 08193 Bellaterra, Barcelona, Spain aut NATIONALLICENCE 700 1- Majós Teresa Department de Psicologia Evolutiva i de l'Educació, Universitat de Barcelona Passeig de la Vall d'Hebro, 171, Edifici de Ponent, 08035, Barcelona, Spain aut NATIONALLICENCE 773 0- European Journal of Psychology of Education Springer Netherlands 15/2(2000-06-01), 157-171 0256-2928 15:2<157 2000 15 10212 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer