The Use of Interaction Analysis in BSCS Laboratory Block Classrooms
Bibliographic Data
| ID | 4307664 |
|---|---|
| Authors | William S Lashier (University of Kansas), William Lashier (University of Kansas), Paul Westmeyer (Florida State University) |
| Year | 1967 |
| Volume | 18 |
| Issue | 4 |
| Pages | 439-446 |
| Publication date | 1967-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/002248716701800411 |
| OpenAlex | W2010647531 |
| Language | EN |
| Citations received | 1 |
| References cited | 2 |
The extensive activity in science curricu-lum development during the last ten years has been accompanied by productive research in the general area of the class-room behavior of teachers. Curriculum developers and research psychologists have joined forces in many instances to study how the classroom teacher has uti-lized the new material and which tech-niques have proved the most valuable. In 1964, Simon (13) and her colleagues at Temple University conducted a survey of the use of observational systems in classroom teacher-pupil interaction. Ap-proximately fifteen hundred question-naires were sent to educators who might have used an observational system in their work. The replies indicated that there were over twenty-five different sys-tems, plus modifications of systems, be-ing used. Amidon and Simon (i) established three main divisions to classify systems used to collect and categorize observa-tional data involving teacher-pupil inter-action-cognitive, affective, and multidi-mensional. The affective category, and more specifically the Flanders System of Interaction Analysis, will be dealt with in this paper. In regard to the Flanders System of In-teraction Analysis, Hough and Ober (7) stated the assumption that &dquo;all other things being equal, teachers (a) who are more accepting, unconditional and less re-jecting in their relationships with stu-dents and (b) who are aware of and are able to use a variety of appropriate teach-ing behaviors will be able to facilitate more learning in their classrooms.&dquo; Most experienced teachers would accept this assumption as self-evident. However, in the classroom, many teachers do not exhibit the verbal behaviors that encour
Block (permutation group theory) · Mathematics education · Diverse Educational Innovations Studies · Educational Environments and Student Outcomes · Mathematics · Psychology
| Citations per year | 0.02 |
|---|---|
| Citation span | 1972 - 1972 (1) |
| Highly cited | No |