The purpose of this study was to determine the significance of grade-level as a contributor to the variance of Flanders' Categories when corrected for appropriate measures of individual teacher characteristics. (Author)

The Flanders system of Interaction Analysis is used to determine whether a teacher is indirect or direct in his approach to motivation and control in the classroom. The system describes, rather than evaluates, teacher behaviors in the order in which they occur, in any subject at any level. It does not, however, include nonverbal behaviors and…

A study attempted to improve the results of correlating personality characteristics with teaching behavior within the setting of a microteaching laboratory. Self-theory constructs were used to predict teaching behavior. Subjects (80 education students) were administered the Self-Report Inventory (SRI) and the Adjective Rating Scale for Self…

Analyzed were relationships of instructional styles in an introductory biology course to student achievement. Concluded there were nonsignificant differences between the direct and indirect groups. Included comparisons among teachers' characteristics at different grade levels. (CC)

The purpose of this study was to investigate attempts to modify teachers' verbal behavior characterized as direct by the Flanders' system of interaction analysis. An initial observation showed that out of 12 teachers, 3 were indirect and 9 were direct. Three groups were determined: Group I, 3 indirect teachers (control); Group II, 4 direct…

Analyzed were behaviors of secondary school science student teachers and their cooperating teachers. Objectives were (1) to provide data on teacher behavior by describing aspects of teacher-pupil verbal interaction, (2) to identify non-random changes in verbal behaviors of the student teacher, (3) to relate these changes to the verbal behaviors of…

Examines the acquisition of teacher skills which facilitate learning on both affective and cognitive levels. The successful teacher "intentionally" chooses between a wide range of alternative teaching behaviors when reacting to the situation at hand. Flander's Interaction Analysis System and Ivey Taxonomy provide information useful to…

A discrepancy exists between teacher self-appraisal and reports of students and outside observers. Based on role theory this study explored some social correlates of teacher reports of classroom behavior. Data were collected from two sessions (88 teachers) at a staff development center. Teachers reported: (1) occurrence frequencies of nine…

This review of current research on teaching focuses upon studies of teaching behaviors and their relationship to student performance. In considering research on classroom climate, examples are presented of studies which used the Flanders Interaction Analysis System (FIAC) to investigate relationships among student achievement and teacher-initiated…

The objective of this study was to determine whether there were verbal interaction differences between junior/community college and university settings and among disciplines. Theoretically, student achievement and student attitudes are influenced by the types of verbal interactions taking place within classrooms. Forty-eight different classes…