Examines the differences between three systems of categorizing verbal communication acts. (MH)

Describes a method with data analyzed from two lessons on the quantitative assessment of content structure in classroom dialogue. Kinetic structure analysis was used and the fundamental coefficient of structure was calculated for each lesson. The method should provide new directions for looking at verbal interaction in classrooms. (PS)

The results indicated that the counselors receiving interaction analysis training tended to talk less and use indirect influence techniques more often than the counselor trainees in the control group. Clients in the experimental group tended to talk more often. (Author)

A review of the research of E.G. Mishler, H. Mehan, and others suggests that a unified theory of the mechanics of how continuous discourse is accounted for in classroom behavior is necessary for further study. Discourse analysis meets the criteria for selection of a theoretical framework because it deals with all the language within the classroom…

Reported is an observational analysis process termed "macroanalysis" which involves the analysis of interactive dialogue in chains or sequences of coded behavior rather than in terms of conventional matrices and ratios. All existing 3-, 4-, and 5-tally chains are extracted directly from an observer's coded tallies. This paper includes a…

Classroom verbal behaviors of home economics teachers in relation to self-actualization of the teacher were analyzed. No significant differences were found between the two teacher groups (selected on the basis of their degree of self-actualization) as analyzed by the Sequential Analysis of Verbal Interaction. (JH)

In comparing the pretest-posttest scores of student teachers, it was discovered that the group which had been exposed to the Flanders Interaction Analysis significantly increased their self-concept scores, whereas the control group not so treated did not. This result occurred whether the instrument measured self concept of the individual or self…

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)…

Using interaction analysis, studied the classroom verbal interactions of three types of elementary science classes: not using a process-promoting curriculum; using a process-promoting curriculum, with or without a consultant. Among the findings was that teachers who interacted with a consultant were more indirect in their teaching. (MLH)

In this study an observational system, "Inquiry Interaction Analysis Categories" (IIAC), was developed for analyzing the verbal teaching behaviors of 23 secondary science student teachers. The analysis was made from audio recordings. The Flanders type instrument consisted of 12 categories, some of which were specifically designed to record verbal…

Compared with teachers of "conventional" science courses, teachers who attended a summer workshop and then taught Science Curriculum Improvement Study (SCIS) materials tended to increase the amount of indirect verbal influence used at the beginning of the school year, becoming more direct later, and asking more high-level questions (hypothesizing…

Describes a study which investigated whether differences in teacher verbal interactions with students are a function of achievement expectations and sex differences. Ten fourth grade social studies teachers and 120 students were observed using the Brophy-Good dyadic observation system. Results indicated that achievement expectations, but not sex,…

Because of the need to describe and analyze nonverbal as well as verbal classroom interaction, an attempt has been made to develop an observational system of complete behavioral analysis using the Flanders system as a base. Each of the 10 Flanders verbal categories (based on direct and indirect teacher influence) is combined with relevant…