Major differences found were that inner-city teachers talked more about procedural activities, while advantaged teachers talked more about cognitive activities, and that advantaged students had twice as much student-initiated talk as disadvantaged. (RT)

Reviewed are studies which have described classroom behavior by direct observation using various category systems. Described in detail is the Science Curriculum Assessment System for classroom interaction analysis. This is designed to monitor classroom conditions associated with elementary school science instruction. The system combines the…

A comparison was made of indirect and direct verbal interaction of science teachers in elementary, junior high, and senior high school levels. Also analyzed were the mean ratios of indirectness compared to teacher experience, knowledge of curricula, and self-perception of teaching method. Data were collected by means of Flanders' Interaction…