ERIC Number: ED129774
Record Type: RIE
Publication Date: 1976-Apr
Reference Count: 0
Classroom Verbal Behavior: Contextual Purpose and Situational Factors.
Marshall, Hermine H.; Green, Judith L.
This study investigates the nature and stability of verbal behaviors for different contextual purposes in classrooms with varying structures, from traditional to open, utilizing the RCS interaction analysis system modified to code for contextual purpose (cognitive, procedural, social, affective, and behavioral). Eighteen observations were made in each of six primary classrooms following a schedule that controls for situational factors, e.g., subject matter, period of day. Results indicate consistency within teachers in the relative frequency with which verbal behaviors are used, both globally (without regard to contextual purpose) and for specific contextual purposes. In contrast, a wide range of variability was found in the total number of adjusted tallies per category both globally and for specific contextual purposes from one observation period to the next. The nature of verbal interactions for different contextual purposes varied according to the subject matter during the observation period as well as according to the structure of the classroom. The method used in this study demonstrates the increased precision in delineating differences in verbal interaction for differing contextual purposes, different subject matter areas, and different types of classrooms. Nevertheless, because of the complexity of interactions in the classroom and because of the amount of irretrievable information lost in the coding process, the usefulness of this type of verbal interaction analysis system for investigating teacher effectiveness is called into question. (Authors/JD)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, California, April 1976)