To what extent can teacher-student dyadic interactions modify the hierarchy of student performances within a single class? To answer this insufficiently researched question, the authors conducted two parallel studies involving 33 Grade 5 classes in France (759 students) and 15 Grade 5 classes in Luxembourg (243 students). Interactions were…

Macroanalysis is the process of analyzing interactive dialogue into units of three or more tallies. It represents another level of analysis for interactive data which should lead to new directions for research in this area. (Author)

Student discussion-group leaders were assessed on indices of facilitative empathy, respect, and genuineness, and their behaviors were analysed by Flanders' interaction categories. None of the leaders reached minimally helpful levels of the facilitative conditions, and only two out of five could be categorized as "indirect" leaders. (Author/JA)

Four studies are presented which provide evidence for the existence of an interaction effect. From this it is argued that the interaction model is the most appropriate mode of instruction. (RC)

A study of the behavior of sixth graders tutoring younger children indicated that the tutors' verbal and nonverbal behavior tended to reflect the performance of the tutee. (Editor/JD)

Data indicates that use of a clinical approach by supervisors in dealing with teachers promotes more effective communication and is so perceived by teachers; yet the approach requires careful training and subsequent monitoring to assure that the method is indeed consistently used. (MJB)

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

Perceived student-teacher interpersonal similarity/dissimilarity (homophily/heterophily) was explored as a possible construct for deciphering the determinants of teaching effectiveness and for gauging teaching effectiveness. (MJB)

The authors employ Bales' IPA and apply hypotheses from Homans' Human Group'' to present a sociological approach to the scientific study of classroom interaction at the elementary school level. (Authors)

In studying effects of teacher expectancies upon student behavior authors found that more time was spent with the ostensibly superior student. (Editor)

It was concluded that important differences occurred in interaction patterns, but not in pupil affect, when two different curricular organizing strategies were used. (Author)

College students with an internal locus of control favored faculty members with a low control teaching style, while a highly controlling teaching style appealed to students with an external locus of control. (ED)