The Effects of Training in Interaction Analysis on the Verbal Behavior of Teachers.

Autor/inn/en	Jeffs, George A.; und weitere
Institution	Edward W. Clark High School, Las Vegas, NV.
Titel	The Effects of Training in Interaction Analysis on the Verbal Behavior of Teachers.
Quelle	(1968), (56 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Experiments; Feedback; Inservice Teacher Education; Interaction Process Analysis; Secondary School Teachers; Student Behavior; Student Participation; Student Teacher Relationship; Videotape Recordings; Flanders System of Interaction Analysis + Suchen Sie Ihr Suchwort? Schulversuch; Lehrerfortbildung; Prozessanalyse; Student behaviour; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	The hypothesis that "teachers who receive training in interaction analysis will increase their use of accepting or using ideas of students . . . and promote greater frequency of student-initiated talk" was investigated. Four teachers of mathematics and social studies were selected for interaction analysis training in the Clark High School (Las Vegas, Nevada) Interaction Analysis Inservice Teacher Training Program. Then videotapes made of their actual classroom lessons were analyzed using Ned A. Flanders' System of Interaction Analysis, and the information was transferred to a matrix. Data was analyzed empirically rather than statistically. Results confirmed the hypothesis. Additionally, results indicated (1) a decided increase in teachers' accepting, clarifying, and expanding student ideas from the first to the second semester; (2) a pronounced increase in unpredictable student statements during the second semester of the program; (3) a decrease in the number of student responses which were stimulated by the teacher (and somewhat restricted in scope) between the first and second semester; (4) a more indirect approach to motivation and control on the part of teachers during the second semester; (5) a decrease in the use of questions by teachers between the first and second semester; (6) a decrease in teacher initiation and an increase in student initiation and student response from the first to the second semester. (A 63-item bibliography is appended.) (SG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC