The interactions of teacher directiveness and student authoritarianism, teacher directiveness and student dogmatism, teacher authoritarianism and student authoritarianism, and teacher dogmatism and student dogmatism were examined in terms of variance in grades and satisfaction. (JC)

This manual presents the rationale and coding system for the study of dyadic interaction between teachers and children in classrooms. The introduction notes major differences between this system and others in common use: 1) it is not a universal system that attempts to code all classroom behavior, and 2) the teacher's interactions in his class are…

Teachers, parents, and students must realize that to earn respect, one must give it as well. (MJB)

Four studies are presented which provide evidence for the existence of an interaction effect. From this it is argued that the interaction model is the most appropriate mode of instruction. (RC)

Persons interested in examining and improving instruction in the schools have long been aware of the need for more objective techniques to examine instructional processes. Flanders Interaction Analysis Categories provide an objective technique appropriate for studying the verbal, student-teacher interaction in classrooms; it can be applied in…

The study investigated the reactions of social agents to the hyperactivity-associated behaviors of 82 nondiagnosed preschool children. Observational data were collected during structured, learning periods and unstructured, free time periods. Results showed that not only did intrusive vocal noise attract teacher attention in the same type of…

Stability in the student supervisor relationship was reached after a period of intensive interaction, and positive dyadic feelings increased as interaction increased. (Author)

A review of Analyzing Teaching Behavior," Addison-Wesley Press, 1970, by Ned A. Flanders. (DB)

The paper explicates the rationale underlying the coding system, describes the classroom interaction variables subsumed within it, and discusses the special research and consultative advantages offered by this system. (Author)

Concludes that a balanced variable of teacher-pupil interaction, including teacher praise, task orientation, teacher questions, pupil initiation, and response appears to be a significant predictor of pupil progress in reading. (FL)