Introduction: The aim of this study was to analyze how oral argumentative strategies, argumentative sequences and interaction patterns relate to argumentative content and the required learning objectives. Method: Two different kinds of debates were analyzed. In the first, the participants defended one point of view, while in the second the…

This paper primarily investigates the interactional unfolding and management of "claims of insufficient knowledge" (Beach and Metzger 1997) in two English language classrooms from a multi-modal, conversation-analytic perspective. The analyses draw on a close, micro-analytic account of sequential organisation of talk as well as on various…

Techniques for using video tape for teacher observation are described. A form was devised for teachers to use as they observed replaying of tapes of their performance in an actual class situation. The form was divided into three charts. The first chart enabled the teachers to note teacher talk, student talk, and moments of silence or confusion.…

STUDIES OF THE CLASSROOM VERBAL BEHAVIOR OF TEACHERS SHOW THAT MANY TEACHERS USE THE SAME RATHER NARROW VERBAL INTERACTION PATTERNS BECAUSE (1) THEIR OWN SCHOOL BACKGROUNDS DID NOT INCLUDE EXPOSURE TO TEACHERS WHO USED VARIED VERBAL PATTERNS, (2) THEY DO NOT NOW HEAR VARIED TEACHING PATTERNS, AND (3) THEY ARE NOT PROVIDED WITH OPPORTUNITIES TO…

This article examines: (1) some difficulties associated with teacher interaction analyses, (2) well known teacher interaction scales, (3) current directions in research and practice in observation, and (4) special applications of teaching interaction analyses to the field of physics. (CP)

Describes an approach to helping trainee teachers in England ask questions effectively in the English second language classroom. The approach is based on a method of categorizing questions intended to systematically show the main options and to lead naturally towards a consciousness-raising discussion of important aspects of teacher-student…

Research on the relationship between teaching strategies and student outcomes supports the use of inductive/indirect teaching strategies. Research shows that this can be achieved through the analysis of model lessons with a systematic observation instrument. (MLH)

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…

A discussion of teacher education programs. Discusses various dimensions of college teaching and alternatives to the traditional lecture approach. (BD)

Includes brief descriptions of Carter's research projects. (RT)

The interactive effects of a student's conceptual level and the structure of the teaching environment are examined. Concept level for the purposes of this study is identified as maturity in information processing and in interpersonal competence. Thirty-three preservice teachers were classified as being at a high, middle, or low conceptual level.…

This booklet describes the learning experiences that take place in and as a result of a learning laboratory. Part one presents a brief history of the group dynamics movement, focusing especially upon the history of the National Training Laboratory of the National Education Association. Some significant characteristics of laboratory learning are…

This is an interim progress report on an ongoing study of teaching-learning interaction. The function of the study is to observe learning over a full year of schooling, focusing, in part, on reciprocal interactions. The teaching-learning interaction program is committed to three long-term objectives. Methodologically, it is developing improved…