In this study, we introduce new insights into prosodic analyses as an emerging method to study what happens in classrooms interactions. We claim that the prosodic aspects (features of speech such as intonation, volume and pace) of talk are important, but under-represented in the learning sciences. These prosodic aspects may be used to complement,…

This article draws on data from an action research project carried out in a lower secondary school environment in the Czech Republic. The project involved the implementation of a teacher professional development programme aimed at transforming teacher-student communication and reinforcing opportunities for student participation in classroom…

The aim of this qualitative case study is to investigate how learning in "democratic participation" is constituted by the social interaction and conversation pattern in school democratic meetings in a Swedish primary school. According to the findings, a pupil control discourse and the Initiation-Response-Evaluation pattern dominates the…

Descriptive and ecobehavioral analyses were used to explore the daily activity contexts in classroom settings reflecting two distinct models of early childhood education. Activity context, social configurations, teacher behavior, and child behavior were explored, with specific consideration given to peer verbal behavior as an indicator of social…

This article examines the effect of a teacher's cultural representations and tacit communicative style on interactive practices in the classroom. We compare two second-grade classrooms constituted predominantly by Latino immigrant children and teachers with differing cultural representations of education. Through video and acoustic analyses of…

An analysis of teacher-pupil interaction in grades 1,6, and 11 showed that communicatory behavior was concentrated in the front of the room and along the center aisle. (Portions of the research reported were supported at the University of Missouri by the Educational Media Branch of USOE.) (MS)

The two studies reported in this article examine the verbal and nonverbal interaction patterns of (1) bilingual teachers as they switch from one language to another, and (2) bilingual adults in the same classroom, usually a teacher and an assistant teacher or aide.

Second-language teaching styles are defined as specific configurations of student and teacher behaviors during the teaching episode that are further described by certain dimensions of teaching. Teaching styles are seen as useful conceptual tools, and their nature and complexity are considered at three levels: foundation, structure, and…

The hypothesis that teachers are unaware of the pattern of their interactions with students was tested by observing dyadic interactions between teachers and students and having teachers estimate their interactions. Results indicated a general lack of awareness on the part of teachers of the frequency and types of their interactions. (Author)

Twelve trained observers were randomly assigned to one of two methods of data collection in scoring teacher-student interactions. Results indicated no overall difference in observer accuracy between momentary time sampling and continuous data collection when scoring behaviors that differed along the dimensions of frequency and predictability.…

The history and utility of category observation instruments are briefly traced; category observation instruments are defined and their essential properties stated; and a sequential strategy for their construction is discussed. (MM)

Presents conversations from three seven-year olds talking with their teacher, drawn from a longitudinal study of primary school students. Examines the conversations as a piece of scripted drama to highlight the implications of classroom dialogue for teaching and learning. (HTH)

These materials will help the educator develop an awareness of nonverbal behavior, which is complimentary to and independent of the verbal realm, to give a complete picture of the classroom. The purpose of the manual is to enable the teacher to identify nonverbal components of behavior, including dimensions other than behavioral of the teacher's…

The article describes different types of teacher expectations and expectation effects, particularly on minority students. Evidence for the existence of expectation effects is reviewed. Descriptions of behaviors associated with teacher expectations are summarized and recommendations are made for enhancing the learning environment for all students.…