ERIC Number: ED305258
Record Type: RIE
Publication Date: 1989
T-Zone, Target Students and Science Classroom Interacations.
Jones, M. Gail
This study investigated the seating patterns of target students in science classrooms to see if there was an action zone or t-zone present. Fifty-six physical science and chemistry classes were observed using the Brophy-Good Teacher-Child Dyadic Observation System. Target students were identified and their interactions were compared to non-target students. Target student interactions for direct questions and student-initiated interactions were analyzed to ascertain whether the teacher or the student determined target student status. Results indicated that no t-shaped action zone was present in the classes observed. Target students dominated class interactions and received more direct questions, teacher afforded conversation and sustaining feedback. Nearly one-third of all students observed in the study did not interact at all and were silent. (Author)
Descriptors: Chemistry, Class Activities, Classroom Communication, Classroom Environment, Classroom Research, Classrooms, Observation, Physical Sciences, Questioning Techniques, Science Instruction, Secondary Education, Secondary School Science, Student Participation, Teacher Behavior, Teacher Student Relationship, Teaching Methods
Publication Type: Reports - Descriptive; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers; Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (62nd, San Francisco, CA, March 30-April 1, 1989).