Study to determine the relationship, if any, between the levels of thinking used by the teacher and those used by pupils. (Author/CB)

This project was undertaken to train teachers in more effective contingency management by extending the amount and kind of training. (Author)

The prototype verbal interaction recording technique described is used for studying individuals in small groups. A methodology for recording verbal interaction is developed in an effort to create a system for analyzing interpersonal and social forces in operation within groups. (SM)

Accountability system described asserts principle that educators are responsible for corrective action when goals are not achieved. (DS)

This discussion deals with how classroom observation and consultation would appear to add a desirable dimension to the way in which counselors can contribute in the schools. (JC)

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)

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)

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)