Student discussion-group leaders were assessed on indices of facilitative empathy, respect, and genuineness, and their behaviors were analysed by Flanders' interaction categories. None of the leaders reached minimally helpful levels of the facilitative conditions, and only two out of five could be categorized as "indirect" leaders. (Author/JA)

The authors employ Bales' IPA and apply hypotheses from Homans' Human Group'' to present a sociological approach to the scientific study of classroom interaction at the elementary school level. (Authors)

It was concluded that important differences occurred in interaction patterns, but not in pupil affect, when two different curricular organizing strategies were used. (Author)