This study attempts to determine if varying the amount of content information presented to students has an effect on student achievement. The amount of information was controlled by the notion of concept moves. Also investigated was the effect on student achievement due to different levels of teacher-pupil verbal interaction. Instructional…

This investigation studied that relationship between structured teacher-student verbal interaction and critical thinking ability of students in an introductory course in general college biology. This interaction took the form of lecture, of discussion using broad questions, and of discussion using narrow questions as the three primary teaching…

Forty fourth-grade students participated in a study of the effects of intact-group versus small-group discussion on type and level of verbalization and on reading attitudes. The experimental group, divided in subgroups of five pupils each, discussed seven stories; the control group discussed the same stories as an intact class with teacher…

The purpose of the study was to determine whether differences in verbal interaction existed between study teachers and first, second, and third year teachers with preservice instruction in Flanders Interaction Analysis Categories (FIAC) and a comparison group without such instruction. (TIAC is a system of 10 categories which classifies verbal…