The interaction style of a pupil depends on his personality, motivational and cognitive traits, his location in the classroom and the similarity of his personality to that of the teacher.'' Combinations of personal traits and teacher attention can determine pupils' academic and social success. (Author/AL)

Investigates time spent speaking by teacher and by pupils, the length of pupil classroom speeches, the range of individual differences in frequency and length of speech, the distribution of voluntary and nonvoluntary pupil speeches and their distribution among three categories: management, substantitive, and prohibitory. (Author)

Elementary and secondary preservice and inservice teachers were given a short training program in Interaction Analysis. Pre and post multiple choice tests were administered, and subjects showed a 20 percent increase in mean score. Some teachers reported increased self-awareness and verbal interaction with their students. (Author)

Describes a study which investigated whether differences in teacher verbal interactions with students are a function of achievement expectations and sex differences. Ten fourth grade social studies teachers and 120 students were observed using the Brophy-Good dyadic observation system. Results indicated that achievement expectations, but not sex,…

Twelve fifth- and sixth-grade field-dependent and field-independent teachers were observed for 96 hours in regular elementary classrooms. Statistically significant differences were obtained from 8 out of 10 instructional behaviors observed between field-dependent and field-independent teachers. (Author/SJL)

Describes a study which measured perceptions of classroom behavior, both perceived and ideal, of science teachers and students. Using an interaction analysis system to analyze the actual classroom behavior in 33 junior high school science classes, the authors conclude that the teachers perceived their classes to be more inquiry oriented than the…

Compares findings of four similar studies that analyzed patterns of teachers' verbal and nonverbal communication with different types of student populations. (JG)

In a microsupervision workshop experiment designed to investigate group differences in acquiring an indirect style of supervisory conference behavior, 18 elementary school inservice teachers were randomly assigned to a video-modeling, written-modeling and performance-feedback treatment or non-treatment. Criterion performances were the frequency…

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)

The purpose of this study was to determine the degree to which inter-rater agreement in classroom observation of teachers is affected by using a system where each scale point is defined by a descriptor particularly created for the quality being rated. Thirty-three subjects enrolled in two Teacher Performance Assessment Instruments training…

Two models for research on teacher thinking are discussed: the decision-making model and the information-processing model. Research on teaching guided by the decision-making model focuses upon explaining and understanding deliberate teacher activity and is deemed more appropriate for situations in which the teacher has sufficient time and…

Classroom process data indicate that teacher praise cannot be equated with reinforcement. Often it is not even intended as reinforcement, and when it is, it frequently has some other function. The meanings and functions of behaviors typically included under the category of teacher praise are determined by the degree of congruence between verbal…

To test the validity of a previous study conducted under simulated teaching conditions (which found that openminded teachers use indirect influence more than closedminded teachers), it was hypothesized that the need to maintain classroom control influences the behavior of teachers under actual teaching conditions. Thirty-four high and low scorers…