In this article, I analyze teachers' use of students' everyday knowledge and experiences as resources for learning in educational dialogues. By analyzing video data of teachers' attempts to contextualize instruction in naturalistic settings in a lower secondary school, I examine how teachers use such resources to support and guide student…

Briefly reviews various schemes for recording classroom behavior, concentrating on two that may be more useful for a teacher's own use. (AL)

Behaviors described by the instrument were grouped into categories related to developing text material, pre-lab, laboratory, and post-lab discussion. Judges' ratings were used to select behaviors which could be designated as (1) consistent with ESCP, (2) neutral, or (3) inconsistent with ESCP. Classroom observations based on the instrument were…

Investigated were whether differences exist in the verbal behavior of effective and less effective secondary school biology teachers. From a population of 29 biology teachers a sample of five effective and five less effective biology teachers was selected. Effectiveness was determined by a teacher's combined score on the Teacher Rating Scale,…

Describes the underlying theory and procedures in developing a reliable category system for systematic observation of teacher-pupil interaction in high school biology classes. The instrument has five dimensions comprising the evaluative, cognitive, procedural, pupil-talk, and silence dimensions which are further divided into forty-five categories…

An 11 category modified Flanders' interaction analysis system was developed for analyzing the verbal behavior of graduate student recitation teachers in an introductory college geology course. Data were collected from six recitation teachers and 423 students. The teachers were trained in the use of the system and analyzed tapes of their own…

This study attempts to determine if varying the amount of content information presented to students has an effect on student achievement. The amount of information was controlled by the notion of concept moves. Also investigated was the effect on student achievement due to different levels of teacher-pupil verbal interaction. Instructional…

The research reported in this document represents efforts to search for the structure and dynamics of the instructional process itself. Without reliable knowledge of these basic facts, improvement of teacher education and the guidance of teachers would remain based on unsystematic experiences and speculation. In order to penetrate the structure…

An analysis system based on Piagetian theory was developed for describing the cognitive interaction in four first-grade classrooms where pupils were receiving instruction in serial ordering. The data were divided into pedagogical moves with four different functions: structuring, soliciting, responding, and reacting. Results showed that…

Purpose of this study was to explore the relationship between locus of control and the issue of modeling and instructional effectiveness. Results indicated that modeling was an effective procedure. Internal-modeling subjects were more concrete than the internal-instructions subjects. (Author)

The purpose of this study was to translate a general cognitive observation system, the "Florida Taxonomy of Cognitive Behavior," into a system specific to mathematics. Firstly, a group of 20 mathematics educators generated a preliminary Taxonomy. Secondly, this taxonomy was critiqued by a group of 55 mathematics educators while, independently, a…

The Flanders system of Interaction Analysis is used to determine whether a teacher is indirect or direct in his approach to motivation and control in the classroom. The system describes, rather than evaluates, teacher behaviors in the order in which they occur, in any subject at any level. It does not, however, include nonverbal behaviors and…

Describes some current techniques of classroom observation and evaluation, an area long neglected by sociologists. (AN)

Describes an experiment designed to compare different behaviors exhibited by second grade teachers and pupils using the Science - A Process Approach program to a comparison group of teachers and pupils. Includes and analysis of 12 teacher and 10 student behavioral factors. (PR)

Presents the procedures, results, and conclusions of a study designed to determine whether constant patterns of teaching of various kinds over an extended period could affect concept formation, problem solving, and total achievement of slow learners in a high school biology course. (LC)