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)

Results of multivariate prediction of reading achievement and intellectual development from observability of varied types of intellectual functioning indicate need for examination of priorities of various activities in the first grade curriculum. (Author)

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)

Study results indicate that despite a relatively short training period, the experimental program in Tucson significantly altered the verbal patterns of teachers of disadvantaged children from diverse linguistic bakcgrounds. (Author)

The acquisition of aggressive responses may likely be a function of the environment's copious provision of imitative models. (Author)

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)