ERIC Number: ED120122
Record Type: Non-Journal
Publication Date: 1976-May
Reference Count: N/A
A Latitudinal Study of Pre-Service Instruction in Flanders' Interaction Analysis Categories.
Smith, Eldon Cale
The purpose of the study was to determine whether differences in verbal interaction existed between study teachers and first, second, and third year teachers with preservice instruction in Flanders Interaction Analysis Categories (FIAC) and a comparison group without such instruction. (TIAC is a system of 10 categories which classifies verbal interaction in the classroom as either contributing to or interfering with student autonomy.) Preservice instruction in FIAC involved 13 hours of practice in recording interaction behaviors, constructing and interpreting matrices, and developing indirect teaching skills. The findings indicated a positive relationship exists between preservice instruction in FIAC and subsequent verbal interaction during student teaching and first, second, and third years of teaching experience. Few persistent trends could be identified demonstrating a consistent difference (either direct or indirect) continuing from student teaching through the third year of teaching experience. However, student teachers and first, second and third year teachers with preservice instruction in FIAC consistently utilized more modified indirect influence, and more extended use of student ideas. In contrast, the comparison group exhibited more direct teacher response to student talk (with the exception of second year teachers) and more student talk (with the exception of first year teachers). (CD)
Publication Type: Dissertations/Theses
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Flanders System of Interaction Analysis