The purposes of the present study were to identify the teacher behaviors that preceded learners' active participation in solving musical and technical problems and describe learners' roles in the problem-solving process. I applied an original model of problem solving to describe the behaviors of teachers and students in 161 rehearsal frames…

Extending the pauses between teachers' and students' turns (wait time) has been recommended as a way of improving classroom learning. Drawing on the Conversation Analysis literature on classroom interactions alongside extracts of classroom interactions, the relationship between these pauses and the interactional behaviour of teachers and students…

This research shares findings from a year-long observational study to determine if there were significant differences in the identified behaviors of teachers and students in fourth and seventh grade classrooms in schools with an achievement gap versus those with no achievement gap. Specific research questions addressed types of instructional…

This chapter is concerned with adapting Motivational Interviewing to an early intervention addressing challenging behavior in classrooms. Motivational Interviewing (MI) is a powerful vehicle for increasing motivation and changing behavior in adults, and has been shown to increase participant time in treatment, effort, and adherence to intervention…

The purpose of this study was to document behaviors of applied music teachers and students, as they occurred in online lessons with instructional delivery facilitated through desktop videoconferencing. The author examined the use of desktop videoconferencing in the delivery of applied music instruction to six middle school-aged band students…

This study examined the features and correlations between teaching behaviors and learning activities in urban high school physical education (PE) class settings using direct instruction model. Participants were sixteen urban high school PE teachers and their students. Results indicated that the teachers spent their class times on the major…

A Questioning Analysis Scheme is presented to assist educators in determining not only the kinds of questions being posed in specific settings but also the cluster of teacher and student activity which follows the questioning, as well as the instructional payoffs as manifested through student responding. (Author)

Demonstrates that while question-answer sessions affect pupil conduct, pupil responses influence teachers' behavior and the strategies they adopt. (JOW)

Methods for encouraging student questions and replying to them are discussed. (JD)

Examines the relationship of student questions to teacher comments in college classrooms across the university. Finds 6 categories of student questions (with an average of 3.6 student questions asked per hour of instruction), 8 categories of antecedent teacher comments, and 7 categories of consequent teacher comment. Considers explanations and…

This experiment examines the impact of a higher-order question teaching strategy on student process (classroom behaviors) and product (achievement and attitude) variables. Results generally show some impact on student process variables but little positive impact on student product variables. (Author/JMF)

Teacher behavior variables in an experimental teacher training study were coded in two ways; one method of coding was based on the formal structural properties of discrete teaching acts; the other method of coding was based upon the functional properties (consequential student behaviors) of discrete teaching acts. (Author/JC)

Several papers are summarized dealing with experimental studies of questioning, tutoring, program implementation, generic and specific teaching skills, and teaching low SES backgrounds. (MM)

The results of this study suggest that student perceptions of teacher behavior can have an important influence on causal relationships in the classroom. (MM)

Presented are some suggestions and information designed to increase the biology teacher's awareness of the potential for participation in discussion by each individual pupil in his/her class. (PB)