This research assessed whether, within the context of a classroom session, the pattern of questioning and discussion used by teachers is related to the pattern of student responses. Clear and comprehensible linkages between questioning and answering behaviors were found in this study. These results indicate that researchers can help resolve the complex questions about classroom transactions that face teachers and school administrators by using multivariate hypotheses and analytic methods without encountering some of the measurement problems inherent in the use of classroom observation data. (Author)