Describes a method with data analyzed from two lessons on the quantitative assessment of content structure in classroom dialogue. Kinetic structure analysis was used and the fundamental coefficient of structure was calculated for each lesson. The method should provide new directions for looking at verbal interaction in classrooms. (PS)

The study sought to investigate the effects of available science materials, the physical plant, and the patterns of teacher behavior on the behaviors of fifth-grade students. Some significant treatment as well as aptitude-treatment effects were observed. (CP)

Fifteen Australian ninth-grade science classes used Australian Science Education Project (ASEP) curriculum materials with one of three levels of teacher structuring. Videotaped classes were analyzed for student and teacher behaviors. Concludes that more structuring results in more cognitive activity, more experimentation, and less task-irrelevant…

Describes a study using two types of macroanalytic analyses of observed teacher behaviors in the classroom. The findings of the study showed one of the macroanalytic techniques to be more effective as it identified broader behavior patterns occurring over longer periods of time. (MLH)

This study attempted to investigate relationships between pupil achievement and teacher verbal activity. Twelve teachers were recorded/observed teaching four lessons each to groups of 10 sixth-grade children. Results were not significant. (SL)

Compared with teachers of "conventional" science courses, teachers who attended a summer workshop and then taught Science Curriculum Improvement Study (SCIS) materials tended to increase the amount of indirect verbal influence used at the beginning of the school year, becoming more direct later, and asking more high-level questions (hypothesizing…

Studied the relationship of teachers' I/D ratio to their students' achievement and retention of learning in senior high chemistry and junior high general science classes. Concluded that the student score on a standardized achievement test was dependent on the teacher I/D ratio as measured on Flanders scale. (CC)

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)

There are two major points to this study. First, not all modeling protocals are equally effective in changing the investigative teaching behavior of teachers. Second, three-dimensional representation used in interpreting verbal interaction matrices should not replace the procedures of conventional analysis of such matrices. (Author/MA)

Studied the effectiveness of using checklist-structured observations as a self-improvement technique for modifying teachers' verbal behaviors in the classroom. Concluded that significant changes were found in analyzing pre- and post-treatment audiotape recordings of participating teachers' regular classes. (CC)

Studies the effects of student-structured (SSLS) and teacher-structured (TSLS) teaching strategies. SSLS students consistently exhibited lower frequencies of teacher dependency behaviors than TSLS students. Need affiliation results varied with the grade level of students. (MA)

Investigates the influence of treatment and the interactions between treatments and selected pupil characteristic variables, with respect to pupil achievement and preference for treatment, and examines treatment-teacher interactions. Among the findings, this study suggests that students prefer to operate in less structured modes for the medium or…

Interaction process analysis was used to study the verbal behavior patterns of 10 junior high science teachers. For each teacher, the highest and lowest ability intact classes with whom the teacher worked were studied. Findings revealed that teachers were significantly more indirect and asked more divergent and evaluative questions of the higher…

This study quantified possible changes in the classroom learning experiences of high- and low-ability pupils, which might accompany an organizational change from streamed to mixed-ability classes for science learning in secondary schools. Deteriorations in the quality of the classroom interactions of both high- and low-ability pupils were found.…