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ERIC Number: ED030600
Record Type: Non-Journal
Publication Date: 1969-Mar
Pages: 119
Abstractor: N/A
Reference Count: N/A
The Effectiveness of Two Interaction Analysis Instructional Modules Within an Inservice Setting.
Kennedy, John J.; And Others
An experiment was conducted to determine the efficacy of a self-instructional inservice program in Flanders' system of interaction analysis. Subjects (teachers in nine elementary schools in Tennessee) audiotaped three 20-minute lessons in either mathematics or social studies each week of the 18-week study. The instructional treatment, a one-hour faculty meeting each week, began in the fourth week: three schools received the self-instructional program, three the program augmented with telelecture presentations by a college instructor, and three served as controls. Audio tapes produced by 90 teachers (randomly selected--five taping mathematics lessons and five taping social studies lessons from each school) were collected and rated by a trained staff. Eight Flanders quantitative indexes plus scores on an interaction analysis achievement test served as dependent variables. Results indicated that participants had acquired at least an elementary knowledge of interaction analysis, but differences between instructional modes were not observed. No evidence indicated that the instructional treatments promoted greater teacher indirect influence or student involvement. A postinstruction questionnaire measuring teacher reaction to the project revealed diversity of opinion. (Included are discussion of the findings, a 31-item bibliography, and copies of the questionnaire and achievement test.) (JS)
Bureau of Educational Research and Service, University of Tennessee, Knoxville, Tennessee
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Appalachia Educational Lab., Charleston, WV.
Authoring Institution: Tennessee Univ., Knoxville. Bureau of Educational Research and Service.
Identifiers - Assessments and Surveys: Flanders System of Interaction Analysis