Investigates the influence of treatment and the interactions between treatments and selected pupil characteristic variables, with respect to pupil achievement and preference for treatment, and examines treatment-teacher interactions. Among the findings, this study suggests that students prefer to operate in less structured modes for the medium or…

Investigated was the kind of communication that takes place in oral teaching. Analysis of tape-recorded transcripts of fifteen half-hour biology lessons delivered to high school and college students revealed a high degree of teacher-dominance and infrequency of discussion involving several pupils. (CS)

Supervisors of three integrated preschools were trained in a collaborative team approach to promoting children's peer interactions. Training resulted in classroom teachers increasing behaviors directed toward children with disabilities, a doubling of interactive play of children with disabilities, and increases in interactive play of comparison…

Previous research conducted in both classroom and physical education (PE) settings has examined the impact of student gender on teacher-student interactions. The purpose of this study was to extend this line of research by analysing the influence of student gender and different types of physical activity on the frequency and nature of teacher…

This study examined the specific factors that help teachers learn to implement innovations requiring non-routine teacher behaviors. Questions focused on the type of support teachers must have in order to make changes in their instructional approach. Thirteen teachers in the San Francisco area were observed as they attempted to teach the same…

Cooperative learning aims to enhance students' on-task interactive behaviors in the classroom. Observation in Israeli elementary schools has indicated that interactive behavior of students in their learning sequence holds potential for quality cooperation and help among children, but that teachers lack the skills to structure learning tasks that…

The differential treatment of boys and girls interacting with teachers in day care settings was investigated in this study. Participants were 14 male and 14 female teachers and their 268 students (134 boys and 134 girls) in licensed day care centers located in an urban setting. The oldest toddler class of 2- through 3-year-olds, and a preschool…

The Stanford Research International (SRI) classroom observation system provides a description of the classroom environment with emphasis on interactions between teachers and students and among students. Included in the SRI observation system is the Five Minute Observation (FMO), which records classroom interactions into "frames"…

A study sought to determine the stability of student/teacher interactional gymnasium behavior over one academic year. The design of the study was a single-subject, time-series analysis. The subject was a male elementary school physical education teacher with 14 years of experience. Data were collected using the Cheffers Adaptation of Flanders…

The relationship between subject of instruction and the classroom behavior of teachers and pupils was assessed in this study. The study was conducted over a two-year period of observation of elementary grade classes. Two variables were investigated: individual pupil participation and teacher verbal behavior. Only two subjects, reading and…

A Minicourse on Flanders' Interaction Analysis was adapted and re-developed for use in West German teacher training institutions, and evaluated in several studies with pre- and inservice teachers. The Minicourse incorporates the microteaching components of discrimination training, laboratory teaching experience, and feedback. The results of four…

TO TEST THE HYPOTHESIS THAT THE VERBAL BEHAVIOR OF STUDENT TEACHERS IN THE CLASSROOM DOES NOT CHANGE IN RELATION TO THE VERBAL BEHAVIOR OF THEIR COOPERATING TEACHER, A VERBAL-BEHAVIORAL MEASUREMENT OF 12 STUDENT TEACHERS AND 6 COOPERATING TEACHERS WAS UNDERTAKEN USING THE OBSERVATION SCHEDULE AND RECORD FORM 3D. ANALYSIS OF VARIANCE REVEALED THAT…

FOUR GROUPS OF 15 STUDENT TEACHERS EACH WERE USED TO TEST THE HYPOTHESIS THAT (A) THOSE TAUGHT INTERACTION ANALYSIS WOULD BE MORE INDIRECT (ACCEPTING OF PUPIL FEELINGS AND IDEAS, ENCOURAGING, QUESTIONING) AT THE END OF STUDENT TEACHING THAN THOSE TAUGHT LEARNING THEORY, AND (B) AMONG THOSE TAUGHT INTERACTION ANALYSIS, THOSE SUPERVISED BY…

This study was concerned with investigating patterns of verbal interaction of teachers and students who were matched and mismatched in field dependent and field independent cognitive styles. The first objective was to answer the general research question: Is there a difference in the patterns of dyadic classroom interaction when the teacher and…