This study showcases classroom interactions that reveal the transformational potential of educational practices which disrupt traditional notions about teaching and learning. These disruptive practices create qualitatively different social relations within a classroom which open spaces for students to co-create knowledge in new and creative ways.…

A major focus in Phase III of the Louisiana School Effectiveness Study is on the relationship between classroom interaction patterns and school effectiveness. Early results are discussed. (Author/MT)

This study examined the generalizability of the Stallings Effective Use of Time Program (EUTP). Four series of the EUTP were analyzed for levels of teachers' classroom behavioral change. Observational data gathered before and after the four workshop series provided significant support for the generalizability of change from such programs. (JD)

The results of this study indicate that analysis of teachers' verbal behavior according to specific purposes reveals differences that are masked when the purpose is disregarded. (JD)

An annotated bibliography of 14 journal articles and documents from the ERIC indexes presents literature on verbal and nonverbal behavior, feedback of interaction analysis data to teachers, classroom coding manuals, and interracial interaction. (JN)

Macroanalysis is a technique by which behavior patterns can be identified from any observational data are collected in a manner that preserves the sequence of the individual codes. (MM)

This study attempted to determine the effects of students' motor ability level on teacher expectations and dyadic interactions within individual, competitive, and cooperative instructional settings in elementary physical education classes. Results are discussed. (Author/DF)

Friendship choices were found to be distributed more evenly in classrooms where greater student interaction is permitted. (JD)

Grade level and sex of student are important variables determining teacher attitudes and responses. (JD)

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)

Researchers perceived that teachers became more aware of their teaching behaviors, more aroused about being able to alter behaviors, and more conscientious about planning for the kinds of behaviors they wish to exhibit in a given situation as a result of the availability of a computer program (Analysis of Teaching Behavior). (MM)

Examination of college teacher lecture styles, using the Batchelder-Keane variation of the Flanders Interaction Analysis System, found significant differences in lecture characteristics of college teachers, primarily among the subject fields of science, social sciences, and humanities. (MJB)

The results of this study on pupil and teacher perceptions of classroom interaction indicate that: (1) there are statistically significant differences in the kind of comments made by teachers of high and low pupil gain scores; (2) individual teachers respond differently to the same lesson; and (3) pupils are attentive to different aspects of…

The aim of the study was to gain insight into the occurrence of different types of peer interaction and particularly the types of interaction beneficial for learning in different collaborative learning environments. Based on theoretical notions related to collaborative learning and peer interaction, a coding scheme was developed to analyze the…

This study was conducted on informal aspects of an inquiry-based physics course and reports findings about learning interactions and discourse observed during the first three semesters the course was offered. The course offered an alternative to the large lecture instruction typical in introductory university physics and promoted learning in an…