The main purpose of this study was to explore teacher-student verbal interaction in the secondary level classes using the Flanders Interaction Analysis system (FIA). Its findings and conclusions may stimulate teachers at the secondary level to improve their teaching behaviour in order to maximize students' learning.

Using data collected for 55 Wisconsin secondary school distributive education (DE) programs, this study sought to: (1) describe the nature of the student-teacher interaction in DE classes in a way that will be helpful to future investigators, (2) compare the interaction patterns for Wisconsin high school DE classes with established norms for other…

An exploration of the interpretive potential semiotics offers for study and understanding of meaning production in science classrooms is presented. Some very basic concepts of the theory are introduced, followed by analysis of a single science lesson. The organization of the room, the structure of the lesson, and the behavior and interaction of…

Analyzes and categorizes directional factors, and exploratory sequences related to them, via videotaped sessions of two teenage school work groups. Shows stimuli which initiate exploratory sequences are found for all directional factors in problem solving or decision making. Reveals rule-governed or routinized behavior relates to directional…

The verbal interactions among pupils engaged in problem-solving tasks were studied in an attempt to explore the effectiveness of small-group learning in science. Interactions were predominantly task related, but their content rarely rose above the level of "factual information" interchange. Information exchange at higher cognitive levels…

Describes a study of class assessment meetings in Swedish secondary schools, focusing on communicative practices in these meetings, how interactional patterns are reproduced by the participants in the meetings, and how these patterns are linked to the social organization of schools. Findings indicate that time constraints and a standardized agenda…

An observational study described and compared verbal interaction in specific language and learning disability (SLD), educable mentally retarded (EMR), and trainable mentally retarded (TMR) secondary level classrooms. Trained observers used Flanders Interaction Analysis system to obtain data in 46 classes. Most teachers used a direct style with…

Examined student behaviors during laboratory activities and the amount of time involved in each behavior. Approximately 89 percent of the student time was spent interacting with others. The amount of time spent on various activities appeared to be dependent on the nature of the activity and on the make up of the laboratory group. (YP)

This study investigated the relationship between teacher behavior and pupil reflective dialogue in the classroom assuming that social problems provide a natural springboard for inquiry through classroom discussion. It was hypothesized that different teacher strategies promote different types of class interaction. Discussion styles were to be…

The central concern of this study, which was briefly reviewed in ED 049 143, was to determine effective teaching strategies and practices in secondary social studies classroom discussions of social issues. Teaching effectiveness was evaluated in terms of the cognitive or critical thinking skills of participating students, and their attitudes…

The main objective of this study was to develop a category system to analyze or evaluate issue-centered classroom discussion (teaching-learning processes, cognitive and affective classroom interaction, verbal transactions (communication patterns), and, achievement of behavioral objectives). Behaviors investigated were: the extent of Michigan…