Cold-calling has been proposed as an effective engagement strategy to enhance student participation in whole-class discussions. However, calling on students who did not volunteer can also be understood as a face-threat. The ways in which teachers accomplish cold-calling could prove critical as to how cold-calling is received. The linguistic,…

The Initiation-Response-Feedback (IRF) sequence dominates whole-class talk and results in limited interactional opportunities for students. This article examines multiple-response sequences identified during a practitioner action research project when a teacher set out to change interactions between herself and her young students. Conversation…

In recent years there has been an increased focus on the need for teachers to develop learning communities where all students have opportunities to engage in interactive discourse. However, there are few studies that focus on student perceptions and accounts of mathematical reasoning in classrooms with interactive mathematical talk as a focus of…

Describes a vocational education teacher training program emphasizing improvement in verbal interactions in the classroom. Samples of behavior were recorded on time sample recorders, and feedback was provided to teachers using the Flanders system of verbal interaction analysis. Study results indicate that this instructional model is valid and…

The effects of faculty training in sex equitable and effective interaction skills were assessed. Twenty-three professors participated in a two and one-half day training workshop that focused on (1) the elimination of sex-biased teacher-student interactions in the classroom; and (2) the distribution, precision, and quality of teacher responses to…