ERIC Number: ED028998
Record Type: RIE
Publication Date: 1969-Feb
Reference Count: 0
Teacher Behavior in Role-Playing: A Study in Interaction Analysis. Research and Development Memorandum No. 43.
Ramirez, Judith Valla
An analysis of the teacher behaviors conducive to successful student role-playin g was made. Four teachers experienced in role-playing participated in 10 video-taped role-playing sessions with sixth grade students. Using the Flanders system, an overall interaction matrix was constructed based on data gathered from three of the 10 sessions. Also, to test for significant differences among four sequential teacher role-playing functions (derived from a grouping of teacher behaviors), separate interaction matrices were formed for each: Teacher-dominated interaction to acquaint the students with the problem (warm-up), balanced student teacher interaction as the problem is explored (discussion), student-dominated interaction in role assumption and problemsolving (role-playing), and balanced interaction in reviewing major ideas derived from the session (summary). For control purposes, similar student-teacher interaction matrices from a previous study were obtained and contrasted with the overall and the role-playing function matrices. Results of analyses showed significant differences between the four role-playing functions, and in student teacher interaction between the conventional classes and the role-playing classes when analyzed for role-playing function. However, no significant overall differences in interaction were found between the two types of classes. (SM)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Stanford Univ., CA. Stanford Center for Research and Development in Teaching.