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ERIC Number: ED135033
Record Type: RIE
Publication Date: 1976
Pages: 71
Abstractor: N/A
Reference Count: N/A
A Description of Teacher-Student Interaction from a Developmental Perspective.
Ribble, James Mark
Eighteen pairs of teachers and students from grades one through twelve were each asked to hold a one-half hour discussion as part of a study of developmental changes in teacher/student interaction. Analysis of results from transcriptions of the discussions indicated that all grades used a high proportion of descriptive orientations but that more abstract categories increased with grade level; that the use of pentadic ratios differed according to grade level; that high-proficiency teachers differed from low-proficiency teachers in their use of definition of the situation; and that, in conversations involving more-proficient teachers, act/agent was used significantly more often than it was in interactions with less-proficient teachers. Results were interpreted as indicating that communication patterns in educational settings differ considerably from grade to grade and from teacher to teacher. (Author/AA)
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-27,757, MF $7.50, Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, Washington State University