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Peer reviewedCampbell, James Reed – Journal of Research in Science Teaching, 1971
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)
Descriptors: Achievement, Affective Objectives, Cognitive Development, Curiosity
Peer reviewedTobin, Kenneth; Gallagher, James J. – Journal of Research in Science Teaching, 1987
Reports on a study of the interactions of students in Australian high schools and was designed to focus on "target students" who monopolized whole class interactions. Students who were asked by teachers to be target students tended to have higher formal reasoning ability and achievement levels than the other students. (TW)
Descriptors: Academic Achievement, Cognitive Development, Communication Research, Dialogs (Language)
