A SYSTEM FOR CLASSIFYING THOUGHT PROCESSES IN THE CONTEXT OF CLASSROOM VERBAL INTERACTION IS PRESENTED. THE DEVELOPMENT OF THE SYSTEM IS NECESSARY TO THE STUDY OF THE VERBAL PERFORMANCE OF TEACHERS AND STUDENTS TO ASSESS THE QUALITY OF THINKING THAT IS ELICITED AND EXPRESSED IN THE COURSE AND CONTEXT OF CLASSROOM OPERATION. VERBAL PERFORMANCES…

Little research has been done to define effective teaching in the junior college. This study was designed to produce empirical data on the expectations held by the adult education, occupational education, and transfer students and their instructor counterparts for the instructor in his role as director of learning. To elicit the desired data, the…

Public schools in America, because they are obsessed with petty regulations and sterile mediocrity, destroy the natural inquisitive and creative spirits of children. A genuinely humane education must teach aesthetic and moral values as well as subject matter. This educational philosophy demands that learning be centered around the child's…

Studies have demonstrated that students learn to seek pleasurable learning situations and learn to avoid painful ones; however, when they do not have sufficient information at their disposal to determine whether or not their behavior will have a pleasurable or painful outcome, they experience a psychological conflict we are calling…

This paper examines the potential role of students in enhancing the value of student-teacher interaction by discussing two of the technical skills of teaching developed by the Stanford Center for Research and Development in Teaching. The two skills, set induction and probing questions, are described in relation to teaching behaviors and…

The study investigated the role of verbal cues in the communication of the self-fulfilling prophecy phenomenon. Specifically, the purpose was to determine the relationship between 1) teachers' verbal cues to students and teachers' prophecies, 2) teachers' verbal cues to students and student achievement, and 3) teachers' prophecies and student…

The principle objective of this study was the investigation of the impact of teacher behavior on the mental health of elementary school children. Three questions influenced the design of the research: 1) What is the influence of different instructional approaches in a teacher-training program upon the perceptions and verbal communication behavior…

Cites documents available in the ERIC system which reflect the current educational philosophy emphasizing that successful teachers understand the nature of communication and are themselves skillful communicators. (MH)

Art lessons can teach concepts and develop students' self-confidence when they are encouraged to discuss their work. Activities and suggested questions are offered. (DF)

This ethnographic study identifies and explains instructional strategies that result in active, silent, or controlled classroom discussions. Strategies are explained by looking at the discussion's structural sequence, the content of the teacher's questions, and the use of informal language. (Author/MT)

Examines the relationship between communication apprehension (CA) and academic achievement (AA) among elementary and middle school students. Finds that these two variables are meaningfully related among elementary and middle school students, but that students low and moderate in CA were not significantly different in their levels of AA. (MS)

A study of how children acquire language suggests that schools and their structured classroom situations offer few opportunities for students to develop linguistic competence. Four approaches to increasing classroom communication are offered. (CB)

Article provides a brief overview of sociolinguistics for educational researchers, describes the relevance of sociolinguistics for understanding classroom discourse, and suggests ways to measure the adequacy of sociolinguistic studies. (RB)

New conceptions of reading and writing emphasize the active role of the reader or writer in constructing meaning and the inherently social nature of reading and writing. This suggests that classrooms can be viewed as literate communities using reading and writing to accomplish classroom community goals. (MT)

The author proposes a framework that describes the teaching-learning process as shared responsibility between teacher and students from the outset. Research leading to the development of this model is reviewed. (MT)