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ERIC Number: ED041867
Record Type: Non-Journal
Publication Date: 1970-May
Pages: 81
Abstractor: N/A
Reference Count: N/A
Rationale, Development, and Validation of a Series of Self-Instructional Modules in Interaction Analysis.
Suiter, Phil Edward; Queen, Bernard
This study was designed to develop a series of instructional modules to teach inservice teachers the Flanders System of Interaction Analysis. Instructional modules were constructed based on research information, and then modified from feedback from experts and random trials. Two field-test groups were used to provide data for validation testing, and 16 performance or behavioral objectives were developed. The authors judged that the performance standards established by all the behavioral objectives were met. These objectives included the ability of the teacher to recognize the purpose of interaction analysis; classify from memory selected verbal interaction using the Flanders System at a 90 percent level of accuracy; identify selected situational variables; apply the ground rules for classifying and recording interaction activities; record classroom verbal interaction at 3-second intervals; transfer original recordings to an interaction analysis matrix with no more than 5 percent error; accurately determine the number of tallies per column on the matrix; calculate the percentage of tallies in a column as related to the total, the percentage of teacher talk, the percentage of direct and indirect teacher talk, and the percentage of pupil talk; and identify and interpret the meaning of matrix areas. Details of the nine sessions and the evaluation instrument are included. (MBM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Appalachia Educational Lab., Charleston, WV.
Identifiers - Assessments and Surveys: Flanders System of Interaction Analysis