Persons interested in examining and improving instruction in the schools have long been aware of the need for more objective techniques to examine instructional processes. Flanders Interaction Analysis Categories provide an objective technique appropriate for studying the verbal, student-teacher interaction in classrooms; it can be applied in…

The purpose of this research experiment was to investigate the effectiveness of one type of simulation (consisting of a series of anxiety-inducing motion picture vignettes, split-screen video tape recording, and a trained recall worker) in reducing anxiety and thereby increasing the subsequent classroom interaction of student teachers. A secondary…

Interaction Analysis for Vocational Education (IAVE) expands Flanders Interaction Analysis System (FIAS) by adding three new catergories: demonstrations, correction, and practice. Interpretation of the new matrix is essentially the same as before. (MS)

Interaction Analysis for Vocational Education (IAVE) expands the Flanders Internaction Analysis System (FIAS) by adding three new categories: (5A) Demonstrations, (7A) Correction, and (8A) Practice which enable vocational teachers to accurately analyze the interaction in the vocational laboratory even during lessons involving psychomotor…

Because of the need to describe and analyze nonverbal as well as verbal classroom interaction, an attempt has been made to develop an observational system of complete behavioral analysis using the Flanders system as a base. Each of the 10 Flanders verbal categories (based on direct and indirect teacher influence) is combined with relevant…

This investigation sought to determine the effects of a perceptual modeling concept, presented during the preservice experience, on the verbal behaviors of student teachers in their student teaching experience. Fifty-two preservice teachers were randomly assigned to an experimental or control group. The experimental group received instruction…

Analysis of verbal interaction between student business teachers and their students provides basis for improving instruction. (MF)

This paper presents a training model, Skill Development in Teaching (SKIT), designed for use in improvement programs for inservice teachers and in teacher education programs for preservice trainees. An introductory section notes the early use of Flanders' interaction analysis as a feedback tool for teachers, outlines a 1962 model in which it was…

The hypothesis that "teachers who receive training in interaction analysis will increase their use of accepting or using ideas of students . . . and promote greater frequency of student-initiated talk" was investigated. Four teachers of mathematics and social studies were selected for interaction analysis training in the Clark High…

This volume of selected readings developed for students and practitioners at various levels of sophistication is intended to be representative of work done to date on interaction analysis. The contents include journal articles, papers read at professional meetings, abstracts of doctoral dissertations, and selections from larger monographs, plus 12…

THE IMPLICATIONS FOR TRAINING READING TEACHERS OF CURRENT DEVELOPMENTS IN TEACHER EDUCATION RELEVANT TO READING INSTRUCTION, THE CURRENT STATE OF KNOWLEDGE ABOUT THE TEACHING-LEARNING PROCESS, AND EVOLVING IDEAS ABOUT READING INSTRUCTION ARE EXAMINED. BRIEFLY DESCRIBED ARE MICRO TEACHING, VIDEO-TAPING, TIME-LAPSE PHOTOGRAPHY, CLINICAL TEACHING…

A series of computer-assisted instruction (CAI) lessons were written for use by students enrolled in a methods course in social studies education at the University of Iowa. Lessons provide instruction in the Flanders Interaction Analysis method which makes classroom verbal communication more effective. An interaction module was designed to help…