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…

This study examines the relationship between two measures of inquiry-verbal communication: The Science Classroom Activities Checklist (SCAC) and a modified form of the Parakh System of Interaction Analysis. The sample for this study consisted of ten randomly selected classrooms: three ninth-grade general science classrooms, six ninth-grade earth…

This study focused on the Instructor-Group Interaction Scale, formulated by Hildebrand, Wilson, and Dienst (1971), to explore the feasibility and usefulness of an instrument for recording instructor-group interaction in the college classroom. It was hypothesized that data from the scale would (a) provide the instructor with the pattern of…

Describes the ACI (Activities Categories), a system based on Flander's interaction analysis. Each of eleven activity categories is explained and classified as being either student centered or teacher centered. Reviews the use of ACI and how the data are analyzed. (PR)

This report describes two different applications of the Classroom Activity Record (CAR), an observational approach to capturing contextual features of classrooms. Subject matter content, instructional format, quantity and quality of teacher-student interaction, sequence of routines and events, and student attention and engagement among other…

Provides and explains a teacher self-evaluation instrument designed to measure inquiry teaching. Recommends that a lesson be videotaped after which the educator scores the presentation on the criteria of lesson content, student behavior, teacher behavior, and questioning techniques. (CP)

Flanders' interaction analysis method is discussed with relation to teacher training. A modification of the analysis is outlined with reference to the coding procedure developed by Urbach. The original category system is modified to include relevant aspects of classroom interaction. (Text is in German.) (AM)

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…

Described is a device for use by teachers who are deaf, to assist them with the improvement of their instruction through the Flanders Interaction Analysis method of assessing teachers' classroom performance. Explained, and illustrated with photographs, is an electrical device which, when attached to a videotape recording camera, displays a…

It was hypothesized that individual differences in observer attitudes might affect the way observers code teacher behavior. A questionnaire assessing educational attitudes was given to 22 subjects who were trained on 3 classroom observation systems: the Flanders Interaction Analysis, the Classroom Observation Scales, and the Classroom Observation…

This document reports the results of a comparative analysis of the Flanders Interaction Analysis Technique (FIAT) and the Observation Schedule and Record, Form 4, Verbal (OScAR 4V) in terms of the kinds of information about teacher behavior which each observation technique provides. A systematic program of recorded observation (involving 70…

The Rankin Interaction Analysis System, a system of recording behavioral events as they occur between teacher and students is described. Its purpose is to provide a method for teachers and supervisors to evaluate verbal and nonverbal behavior of student teachers in physical education. (Author/MJB)