This study showcases classroom interactions that reveal the transformational potential of educational practices which disrupt traditional notions about teaching and learning. These disruptive practices create qualitatively different social relations within a classroom which open spaces for students to co-create knowledge in new and creative ways.…

A major focus in Phase III of the Louisiana School Effectiveness Study is on the relationship between classroom interaction patterns and school effectiveness. Early results are discussed. (Author/MT)

This study examined the generalizability of the Stallings Effective Use of Time Program (EUTP). Four series of the EUTP were analyzed for levels of teachers' classroom behavioral change. Observational data gathered before and after the four workshop series provided significant support for the generalizability of change from such programs. (JD)

The results of this study indicate that analysis of teachers' verbal behavior according to specific purposes reveals differences that are masked when the purpose is disregarded. (JD)

This study attempted to determine the effects of students' motor ability level on teacher expectations and dyadic interactions within individual, competitive, and cooperative instructional settings in elementary physical education classes. Results are discussed. (Author/DF)

Friendship choices were found to be distributed more evenly in classrooms where greater student interaction is permitted. (JD)

Grade level and sex of student are important variables determining teacher attitudes and responses. (JD)

This study was conducted on informal aspects of an inquiry-based physics course and reports findings about learning interactions and discourse observed during the first three semesters the course was offered. The course offered an alternative to the large lecture instruction typical in introductory university physics and promoted learning in an…