In recent years there has been an increased focus on the need for teachers to develop learning communities where all students have opportunities to engage in interactive discourse. However, there are few studies that focus on student perceptions and accounts of mathematical reasoning in classrooms with interactive mathematical talk as a focus of…

Studies of primary education within the UK have shown that small groups can feature within classrooms; however, equivalent research within secondary education remains scarce. Research has established effective group work approaches, yet secondary teachers may encounter difficulties employing approaches tied to parameters embedded within primary…

A classroom observation procedure for recording and quantifying complex, sequential interactions between subject and teacher or peers has been developed. Two instruments, used in tandem, test hypotheses concerning the consistency of the subject's interactions. The Sequential Record, which is used to record observation, is analyzed for repetitious…

Research supported by the U.S. Office of Education. Reprints from: Joseph M. Masling, Psychological Clinic, State University of New York, Room 211, Townsend Hall, Buffalo, New York 14214.

It has been demonstrated that interaction analysis is a useful tool for helping teachers not only to hold illustrations of their teaching for future analysis but also to focus on and analyze specific aspects of their verbal instructional behavior. Apparently, four conditions are necessary to enable teachers to analyze and evaluate their…

Reported is a study designed to determine whether changes in verbal interaction patterns would be demonstrated in classrooms of teachers who received observation training and used it, using a structured checklist of classroom interaction. Twenty-six teachers, from different grade levels, were divided evenly into Experimental (E) and Control (C)…

The hypothesis that teachers are unaware of the pattern of their interactions with students was tested by observing dyadic interactions between teachers and students and having teachers estimate their interactions. Results indicated a general lack of awareness on the part of teachers of the frequency and types of their interactions. (Author)

This study investigates the reactive effects of observers on interactions between teachers (undergraduates and mothers) and toddlers in a preventive educational program. Findings indicate that the presence of an observer differentially affects interactional patterns in the home. More specifically, undergraduates and toddlers are relatively…

It was hypothesized that the perception of the nonverbal behavior of the teacher held by the student may differ from the perception held by an outside observer. This study was designed to compare participant and nonparticipant observers' perception of teacher nonverbal behavior as having encouraging or discouraging affect qualities during a…

This document provides a description of the data collection procedures and the results of data collection for observation of teaching behaviors in the sample classrooms in Phase III-B of the Beginning Teacher Evaluation Study. During the 1976-77 school year, the behaviors of the teachers within the Phase III-B sample were observed approximately…

The purpose of this study was to determine the degree to which inter-rater agreement in classroom observation of teachers is affected by using a system where each scale point is defined by a descriptor particularly created for the quality being rated. Thirty-three subjects enrolled in two Teacher Performance Assessment Instruments training…

This paper discusses the supervisory use of one observational system -- Observation Schedule and Record, Form 5V (OScAR 5V). OScAR 5V refers to a series of observation schedules to develop techniques for obtaining an objective, quantitative record of observed classroom behavior that could be scored on dimensions of teacher behavior. Under this…

Reports conditions necessary for the adequate use of videotape recordings in reporting teaching techniques, teacher behavior, student behavior, and student teacher interaction. Proper camera placement is illustrated, observation categories are listed, and a sample videotape release form is included. (RAO)

This paper analyzes both Flanders' and the Foreign Language Interaction (FLint) methods of classroom observation and concludes that both systems are deficient in accuracy, reliability and practicality. Observing, recording and decision-making difficulties are inherent, and system complexities and teacher biases add to the problems. (CHK)

Educational Testing Service is involved in a measurement approach to research in teaching with a goal of developing procedures for obtaining objective quantitive descriptions of teacher behavior, in terms of a minimum number of dimensions, on the basis of direct observation. The Observation Schedule and Record (OScAR), a card which contains a list…