Journal of Classroom Interaction

Summary of Back Issues 1990 - 1999

Volume 26. Number 1 . Winter, 1990
Clarridge, P. B. & Berliner, D. C., Perceptions of student behavior as a function of expertise, pp. 1-8.
DeVoe, D. E., Teacher behavior directed toward individual students in elementary physical education, pp. 9-14.
Marchant, G. J., A classroom-on-task instrument and a study of college student interactions within varied goal structures, pp. 15-22.
White, R., Conwell, C. & Passe, J., The effect of EQUALS inservice upon allocated time during mathematics instruction, pp. 23-32.

Volume 26. Number 2. Fall, 1991
Ellet, C. D. , Loup, K. S. & Chauvin, S. W. Development, validity and reliability of a new genereation of assessments of effective teaching and learning: Future directions for the study of learning environments, pp. 25-39.
Fisher, D. L. & Fraser, B. J. Validity and use of school environment instruments, pp. 13-18.
Fraser, Barry J. Validity and use of classroom environment instruments, pp. 5-11.
Knight, S. L. The effects of students' perceptions of the learning, pp. 19-23.
Waxman, H. C. Investigating classroom and school learning enviroments: A review of recent research and developments in the field, pp. 1-4.

Volume 27. Number 1. Winter, 1992
Brekelmans, M., Holvast, A. & Tartwijk, J. Changes in teacher communication styles during the professional career, pp. 13-22.
Kremer-Hayon, L. & Wubbels, T. Interpersonal relationships of cooperation teacher and student teachers' satisfaction with supervision, pp. 31-38.
Levy, J. & Wubbels, T. Student and teacher characteristics and perceptions of teacher communication style, pp. 23-30.
Wubbels, T., Creton, H. & Hooymayers, H. Review of research on teacher communication styles with use of the Leary model, pp. 1-11.

Volume 27. Number 2. Summer, 1992
Alton-Lee, A. & Nuthall, G. Children's learning in classrooms: Challenges in developing a methodology to explain “opportunity to learn,” pp.1-8.
Baker, C. D. Description and analysis in classroom talk and interaction, pp. 9-14.
Carlsen, W. S. Closing down the conversation: Discouraging student talk on unfamiliar science content, pp. 15-22.
Heap, J. L. Seeing snubs: An introduction to sequential analysis of classroom interaction, pp. 23-38.
Santa Barbara Classroom Discourse Group. Do you see what we see?: The referential and intertextual nature of classroom life, pp. 29-36.

Volume 28. Number 1. Winter, 1993
Brantlinger, E. Adolescents' interpretation of social class influences on schooling, pp. 1-12.
Cancelli, A. S., Friedman, D. L., Harris, A., & Yoshida, R. Type of instruction and the relationship of classroom behavior to achievement among learning diabled children, pp. 13-19.
LaMaster, K. J. & Lacy, A. C. Relationship of teacher behaviors to ALT-PE in junior high school physical education, pp. 21-25.
Lloyd, C. V. A descriptive analysis of prereading story comprehension lessons, pp. 27-33.

Volume 28. Number 2. Summer, 1993
Bergeron, B. Power and classroom discourse: A comparative study of rug-time in whole language, pp. 1-6.
Deering, P. D. & Meloth, M. S. A descriptive study of naturally occuring discussions in cooperative learning groups, pp. 7-13.
Denton, J. J. & Tsai, C. Reliability assessment of a classroom observation system, pp. 23-32.
Johnson, G. M. & Miller, P. J. Field theory applied to classrooms: Toward a bidirectional paradigm of teacher-student relationships, pp. 15-21.

Volume 29. Number 1. Winter, 1994
Witty, J. P. & DeBaryshe, B. D. Student and teacher perceptions of teachers' communication of performance expectations in the classroom, pp. 1-8.
Morse, P. S. The writing teacher as helping agent: Communicating effectively in the conferencing process, pp. 9-15.
Cabello, B. & Terrell, R. Making students feel like family: How teachers create warm and caring classroom climates, pp. 17-23.
Jones, M. G. & Vesilind, E. Changes in student teachers' interactions with pupils, pp. 25-29.

Volume 29. Number 2. Summer, 1994
Greenberg, K. H., Woodside, M. R. & Brasil, L. Differences in the degree of mediated learning and classroom interaction structure for trained and untrained teachers, pp. 1-9.
Hastie, P. A. The development of monitoring skills in physical education: A case study in student teaching, pp. 11-20.
Houtz, J. C., LeBlanc, E., Butera, T. Arons, M. F., Katz, S., Orsini-Romano, C. & McGuire, A. Personality type, creativity, and classroom teaching style in student teachers, pp. 21-26.
Jones, M. G. & Gerig, T. M. Ability grouping and classroom interactions, pp. 27-34.
Freiberg, H. J. Book review, p. 35.

Volume 30. Number 1. Winter, 1995
Crone, Linda J. & Teddlie, Charles. Further Examination of Teacher Behavior in Differentially Effective Schools: Selection and Socialization Process, p. 1-10.
Yarrow, Allan & Millwater, Jan. Smile: Student Modification in Learning Environments Establishing Congruence Between Actual and Preferred Classroom Learning Environment, p. 11-16.
Ma, Xin. The Effect of Informal Oral Testing Frequency upon Mathematics Learning of High School Students in China, p. 17-20.
Cruz, Emily & Brandts, Lois. When is writers' workshop Writers' Workshop? Key Events Affecting Organizational Patterns in First Grade, p. 21-28.

Volume 30. Number 2. Summer, 1995
Tuyay, Sabrina, Floriani, Ana, Yeager, Beth, Dixon, Carol & Green, Judith. Constructing An Integrated, Inquiry-Oriented Approach in Classrooms: A Cross Case Analysis of Social, Literate and Academic Practices, p.1-16.
Randolph, Catherine H. & Evertson, Carolyn M. Managing for learning: Rules, Roles and Meanings in a Writing Class, p. 17-26.
Prentiss, Tina M.. Constructing Literacy Practices: An Analysis of Student Lived and Perceived Experiences in High School English, p. 27-40.
Weade, Ginger. When Content Becomes Process: Talking Knowledge into Meaning in a Fourth Grade Mathematics Lesson, p. 41-51.

Volume 31. Number 1. Winter, 1996
Babad, Elisha. How High is "High Inference"? Within Classroom Differences in Students' Perceptions of Classroom Interaction, p. 1-10.
Dunkin, Michael J., Precians, Robert P., & Nettle Edward B.. Elementary Student Teachers' Self-Evaluation: Learning Criteria for Judging Lessons and Self as Teacher, p. 11-20.
Lloyd, Carol. Scientific Literacy in Two High School Biology Classrooms: Considering Literacy as a Social Process, p. 21-28.
Henderson, James, Winitzky, Nancy, & Kauchak, Don. Effective Teaching in Advanced Placement Classrooms, p. 29-35.

Volume 31. Number 2. Summer, 1996
Kyunghee Lee. A Study of Teacher Responses Based on Their Conceptions of Intelligence. p. 1-12.
John A. Ross, David H. Haimes, and Anne Hogaboam-Gray. Improving Student Helpfulness in Cooperative Learning Groups. p. 13-22.
Daniel Behets. During Active Learning Time Among Physical Education Specialist and Nonspecialist Teachers. p. 23-30.
Stanton Wortham. Some Interactional Effects of Teaching with Examples. p. 31-40.

Volume 32. Number 1. Winter, 1997
Robyn M. Gillies and Adrian F. Ashman. The Effects of Training in Cooperative Learning on Differential Students Behavior and Achievement. p.1-10.
Eugene Kennedy. A Study of Students' Fears of Seeking Academic Help from Teachers. p. 11-17.
Wade L. Devlin-Scherer, Roberta Devlin-Scherer, William Wright, Alan Meyer, and Roger Keith Meyers.
The Effects of Collaborative Teacher Study Groups and Principal Coaching on Individual Teacher Change. p.18-22.
Pamela G. Fry and M. Jayne Fleeners. An Analysis of Pre-Service Teacher Class Interaction Metaphors. p.23-28.

Volume 32. Number 2. Summer, 1997
Carlsen, W. Never Ask a Question if You Don't Know The Answer: The Tension in Teaching Between Modeling Scientific Argument and Maintaining Law and Order. p. 14-23.
Cochran, J. What's "Common" in a Common Curriculum: How Course Structure Shapes Disciplinary Knowledge. p. 45-55.
Crawford, T., Chen, C., & Kelly, G. Creating Authentic Opportunities for Presenting Science: The Influence of Audience on Student Talk. p. 1-13.
Cunningham, C.M. Who Knows? The influences of Teachers' Sociological Understanding of Science (SUS) on Knowledge, Authority, and Control in the Classroom. p. 24-34.
Green, J., & Kelly.G. Editorial Introduction: Examining What Counts as Disciplinary Knowledge and Epistemology Through Discourse in Science Classroom p. V
Moje, E. Exploring Discourse, Subjectivity, and Knowledge in Chemistry Class. p. 35-44.

Volume 33. Number 1. Winter, 1998
Brophy, J. Class Management As Socializing Students Into Clearly Articulated Roles, p. 1-4.
Fisher, D., & Kent. H.B. Associations Between Teacher Personality And Classroom Environment, p. 5-13.
Mancini, B.M., Hall, R.H., Hall, M., & Stewart, B. The Individual In The Dyad: A Qualitative Analysis of Scripted Cooperative Learning, p. 14-22
Sharpe, T., Hastie, P., & Savage, M. Teaching Preservice Teachers To Monitor Opportunities For Appropriate Action, p. 23-31

Volume 33. Number 2. Fall, 1998
Hastie, P. Effect of Instructional Context on Teacher and Student Behaviors in Physical Education, p. 24-31.
Lacy, A., Willison, C., & Hicks, D. Student and Teacher Behaviors in an Exemplary Elementary Physical Education Settings, p. 1-5.
Martin, N.K., Yin, Z., & Baldwin, B. Construction Validation of the Attitudes and Beliefs On Classroom Control Inventory, p. 6-15.
Mohr, K.A.J. Teacher Talk: A Summary Analysis Of Effective Teachers' Discourse During Primary Literacy Lessons, p. 16-23.

Volume 34. Number 1. Summer, 1999
Hall, G.E. A Systemic Approach to Changing Classroom Practices for the Teaching of Mathematics and Enhancing Student Outcomes: Introduction to a Theme Issue of the Journal Of Classroom Interaction. p. i-ii
Hall, G.E. Using Constructs and Techniques From Research to Facilitate and Assess Implementation of an Innovative Mathematics Curriculum, p. 1-8.
Hendrickson, M. Mapping the Configurations of Mathematics Teaching, p. 18-26
Thornton, E., & West, C.E. Extent of Teacher Use of a Mathematics Curriculum Innovation in One District: Years 1 and 2 Levels of Use (LoU), p. 9-17

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