Flanders' interaction analysis method is discussed with relation to teacher training. A modification of the analysis is outlined with reference to the coding procedure developed by Urbach. The original category system is modified to include relevant aspects of classroom interaction. (Text is in German.) (AM)

Reviewed are studies which have described classroom behavior by direct observation using various category systems. Described in detail is the Science Curriculum Assessment System for classroom interaction analysis. This is designed to monitor classroom conditions associated with elementary school science instruction. The system combines the…

This study was designed to develop a series of instructional modules to teach inservice teachers the Flanders System of Interaction Analysis. Instructional modules were constructed based on research information, and then modified from feedback from experts and random trials. Two field-test groups were used to provide data for validation testing,…

TO DETERMINE IF A TEACHER'S INCIDENTAL IMITATION OF THE VERBAL BEHAVIOR PATTERNS OF HIS SUPERVISOR INFLUENCES HIS OWN CLASSROOM BEHAVIOR AND IF CERTAIN TEACHERS ARE MORE SUSCEPTIBLE THAN OTHERS TO THIS INFLUENCE, THE MINNESOTA TEACHER ATTITUDE INVENTORY AND THE PRELIMINARY SITUATION TEST (AN INSTRUMENT DESIGNED TO MEASURE THE PREFERENCE FOR…

To help teachers develop an awareness of how they structure a discussion, an instrument was constructed called the Assessment of Classroom Interaction Dynamics (ACID). Two expert judges and 26 trainees then participated in a study (1) to estimate interrater reliability between expert judges in the use of the ACID, (2) to assess the validity of the…

Techniques for observing the classroom behavior of teachers and students are examined. These techniques provide a framework for analyzing and understanding classroom interaction, for making decisions about what should be happening, and for changing instructional behavior when it is necessary. The observation methods allow collection, analysis, and…

Nonverbal teacher behavior is recognized as an important factor in establishing a positive social climate in the classroom. A feedback and analysis instrument is presented focusing on specific nonverbal teacher behaviors. These behaviors--facial expressions, gestures, body movements, and idiosyncratic characteristics--are categorized as either…

This study sought to determine whether an in-service program would produce changes in teacher attitudes and in teacher-student verbal interaction in the classroom and whether the amount and direction of this change could be significantly measured. During an 8-week in-service program, an experimental group of 10 English and 10 mathematics teachers…

Recognizes the importance of nonverbal behavior (65% of communication is nonverbal) in the elementary and secondary school classrooms, and provides examples and a method for observing this behavior in student teachers. (NKA)