This paper addresses itself to the question, "What does feeling have to do with knowing?" Two movements in affective education are discussed which have come into focus in recent years and which attempt to define the relationship between knowing and feeling. The first, a conscious application of the role of arousal in learning, emphasizes arousal…

The principal objective of this study was to develop a classification system for the elements of student and teacher evaluative dialogue which would account for (1) the content area--task centered versus peripheral, and open versus closed; (2) psychological tone--accepting versus rejecting, and neutral versus judging; (3) possibility for…

A THEORETICAL PARADIGM FOR ANALYZING THE DYNAMICS OF TASK AND PROCESS COMPONENTS OF GROUP LIFE AS THEY ARE RELATED TO THE MANIFOLD FORCES OPERATIVE IN THE CLASSROOM IS PRESENTED. PUPILS ARE VIEWED AS MEMBERS OF A PREDOMINANTLY WORK-ORIENTED CULTURE--THE CLASSROOM. WITHIN THIS CULTURE, TWO KINDS OF CONFLICT-PRODUCING DEMANDS TO WHICH PUPILS MUST…

Over a period of three years, the National Consortium for Humanizing Education worked with teachers and students in two states to test hypotheses drawn from a model in which student outcomes (including good mental health) were seen as the results of a learning process occurring between individuals rather than as the product of an institutionalized…

Measuring the exchange process between teacher and child, a neglected but necessary pursuit, is dependent upon the identification of the behavior system through which information is exchanged and upon the instrumentation used for measuring that exchange. This paper describes an instructional strategy, intended for use with disabled readers, in…

This is an interim progress report on an ongoing study of teaching-learning interaction. The function of the study is to observe learning over a full year of schooling, focusing, in part, on reciprocal interactions. The teaching-learning interaction program is committed to three long-term objectives. Methodologically, it is developing improved…

This paper discusses several interrelated features of microethnography that are relevant and useful for the study of bilingual schooling. It is argued that an interactional approach provides a powerful way to study systematically the organization of bilingual learning environment, identify areas of difficulty, and suggest concrete interventions…

True learning requires that students "make meaning" for themselves, but the patterns of verbal behavior that prevail in secondary classrooms tend to stifle rather than facilitate this process. Excerpts from tape recordings of lessons in three secondary classrooms show that, whereas the teachers display great autonomy and control over what they…

Six adult students of English as a second language were ranked according to individual input into classroom oral interaction. Four hypotheses were then tested, regarding correlation between degree of input generation on the one hand and achievement and performance on the other. It was found that: (1) high input generators (HIGs) performed better…

Teachers were designated as more and less effective according to their ability to teach specially constructed reading and mathematics curriculum units over two weeks. They were then studied to determine if their perceptions of classroom interaction and interactive decision making were different. They were also studied to determine whether they…

A study was made to determine the effects of long-term, daily supervision which employed interaction analysis procedures on the teaching behavior and interactions of four elementary school physical education teachers. Repeated, daily, multiple observations were recorded for each subject's teaching behavior and interaction patterns in the movement…

This report, addressed to the broad audience of cognitive scientists, examines research on cognitive change. In the introduction, background considerations are made, previous research is reviewed, and the report itself is outlined. The first chapter, "Finding Goals Outside the Laboratory," discusses how laboratory tasks can obscure research goals…

This module, used in the Early Childhood-Special Education Teacher Preparation Program at the University of Virginia, describes how the learning facilitator (teacher) functions as an interactor in the developmental learning process in a child-centered curriculum for young children. The introduction contains a description of the role of the…

This pamphlet is the second in a series of ten stemming from the view that language is central to learning, that teachers can gain insights into their work and into learning by examining the language of the classroom, and that current language theory can be the means to such insights. The pamphlet contains a description of a study designed to…