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)

Flander's interaction analysis techniques were used to identify direct" and indirect" junior high school teachers. Students of indirect teachers were superior on affective and cognitive measures. (AL)