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ERIC Number: ED079022
Record Type: RIE
Publication Date: 1970
Pages: 217
Abstractor: N/A
Reference Count: N/A
An Analysis of Teacher-Pupil Interactions When Instruction is Individualized.
Neujahr, James Lloyd
The purpose of this study was to analyze interaction in individualized instruction and to compare this with interaction in a regular classroom. A class of sixth grade pupils was video taped for a week during mathematics, social studies, and science lessons, and the tapes were analyzed using a modification of Bellack's coding system. Compared to Bellack's data for lecture-discussion classes, it was found that pupils made far more initiatory moves (55 percent of all teacher-student interactions were at the pupil's initiation) and that fewer moves (less than one-sixth) involved subject matter. Gestures accompanied one-fourth of student moves and one-tenth of teacher moves. Girls were found to be more interactive than boys, making 70 percent more moves, and initiating 89 percent more interchanges with the teacher; although teachers initiated interchanges with boys and girls equally. (MM)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 71-5593 M-$4.00 X-$10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, Columbia University