ERIC Number: ED028995
Record Type: RIE
Publication Date: 1969-Feb
Reference Count: 0
The Effects of Interaction Analysis Feedback on the Verbal Behavior of Student Teachers.
Bondi, Joseph C., Jr.; Ober, Richard L.
To investigate the effects of interaction analysis feedback on the verbal behavior of student teachers, 40 college seniors enrolled in an elementary teaching program were randomly selected and divided into experimental and control groups. Following training in interaction analysis during an academic quarter, subjects were assigned to eight elementary schools for student teaching and were systematically observed (for 15 minutes weekly for eight weeks) by raters trained in a 13-category modification of Flanders' system of interaction analysis. Following each observation matrices and information sheets were constructed for all student teachers, but were presented only to those students in the experimental group during a weekly discussion session (in which performances from previous weeks were compared, the value of feedback was discussed, and verbal performances were related to lesson types). Twenty-four selected student-generated verbal behaviors (analyzed by the Flanders' system) were subjected to analysis of variance for significant differences of means between the experimental and control groups for all weeks combined. Results showed that for student teachers who received analyses, feedback differed significantly from those who did not in 15 of the 24 analyses, exhibited more indirect verbal behaviors and in addition, used significantly less teacher-initiated talk with more student-initiated talk. (A 10-item reference list is included.) (SM)
Publication Type: N/A
Education Level: N/A
Sponsor: Florida Educational Research and Development Council, Inc., Ft. Myers.
Authoring Institution: N/A
Identifiers: Flanders System of Interaction Analysis
Note: Paper read at the annual meeting of the American Educational Research Association, Los Angeles, Calif., Feb. 5-8, 1969