The Reciprocal Category System (RCS) is an observational system used to record and assess teacher-student classroom verbal interaction. The RCS is composed of nine verbal categories which are applicable to either the student or teacher (and as such are numbered differently, thus producing 18 categories) and one additional category--silence or…

The specific purposes of this study were to identify new and unique dimensions of teaching and to identify the commonalities of several existing classroom observation systems. The objectives or anticipated outcomes were to: (a) increase interpretation and cross validation of research using different observation systems and more efficient…

This study focused on the Instructor-Group Interaction Scale, formulated by Hildebrand, Wilson, and Dienst (1971), to explore the feasibility and usefulness of an instrument for recording instructor-group interaction in the college classroom. It was hypothesized that data from the scale would (a) provide the instructor with the pattern of…

The manual, designed particularly for work with acting-out or behavior problem students, describes coding procedures used in the observation of continuous classroom interactions between the student and his peers and teacher. Peer and/or teacher behaviors antecedent and consequent to the subject's behavior are identified in the coding process,…

Study to determine the relationship, if any, between the levels of thinking used by the teacher and those used by pupils. (Author/CB)

The prototype verbal interaction recording technique described is used for studying individuals in small groups. A methodology for recording verbal interaction is developed in an effort to create a system for analyzing interpersonal and social forces in operation within groups. (SM)

The author argues that "to answer certain research questions the individual student (rather than the classroom) is the proper unit of analysis." Appended are approximately 38 references. (Author/AK)

Discusses techniques for the observation, coding, and analysis of classroom behaviors. Identifies three major approaches as belonging respectively to (1) the behaviorist, (2) social-emotional, and (3) cognitive activity categories. The science teacher is encouraged to look at his own teaching behaviors as data for empirical study. (LC)

Describes the ACI (Activities Categories), a system based on Flander's interaction analysis. Each of eleven activity categories is explained and classified as being either student centered or teacher centered. Reviews the use of ACI and how the data are analyzed. (PR)

Nine eighth grade classes were examined to identify the nature, distribution and patterning of verbal discourse. Included are a description of the categories used (Smith and Meux), a description of the nature of the verbal interaction in science lessons, and a resulting comparison between Australian, American, and New Zealand teachers. (DS)

Takes a "tongue-in-cheek" look at employing N. A. Flanders' classroom observational technique, Interaction Process Analysis (IPA), for purposes of evaluating secondary students' reading behavior during Sustained Silent Reading. (Author)

Describes a series of interaction experiences directed toward improving psychological education in the classroom and evaluates the effectiveness of those experiences. (Author)

An observational technique for assessing the social interaction skills of elementary age students with disabilities is described. The procedure focuses on three interaction elements: (1) initiating the interaction, (2) turn taking, and (3) responding to the interaction. The method of data recording and analysis is delineated. (DB)