Journal of Classroom Interaction

Summary of Back Issues 1965- 1989

Volume 1. Number 1. December, 1965
Focus: The act of teaching and the on-going process of teacher-pupil interaction
Amidon, Edmund J. A college faculty in-service program, pp. 4-5.
Flanders, N. A. What is interaction analysis? pp. 3-4.
Simon, A. & Amidon, E. Bibliography, pp. 30-44.
Research and Training Reviews, pp. 7-29.

Volume 1. Number 2. May, 1966
Focus: Teacher training with primary emphasis on studying teaching rather than on studying curriculum or materials
Amidon, E. An experimental course in pre-service education, pp. 14-20.
Hough, J. B. Interaction analysis in a general methods course, pp. 7-10.
Ward, W. T. The Oregon program, pp. 5-7.
Warmon, M. D. Discrimination and analysis of teaching behavior, pp. 12-14.
Woodruff, A. D. Teacher education: Current developments and new directions, pp. 3-4.
Zahn , R. D. Project Cope Camden: Opportunity for professional experience, pp. 10-12.

Volume 2. Number 1. November, 1966
Focus: Observation systems and research on the teaching-learning process
Denny, D. A. A preliminary analysis of an observation schedule designed to identify the teacher-classroom variables which facilitate pupil creative growth, pp. 47-51.
Herbert, J. The analysis of lessons, pp. 38-39.
Medley, D. & Hill, R. Oscar at Temple, pp. 11-14.
Morrison, V. B. Teacher pupil interaction in elementary urban schools, pp. 33-37.
Nelson, L. Teacher leadership: An emperical approach to analyzing teacher behavior in the classroom, pp. 31-32.
Nuthall, G. University of Illinois project on the strategies of Teaching, pp. 20-24.
Shaver, J. P. A dual role for systematic observation: A review of research, pp. 25-30.
Withall, J. The effects of an NEDA Institute on the contents and verbal behavior used by English and reading teachers to instruct disadvantaged youth, pp. 15-19.
Wright, M. Interaction analysis to study pupil involvement and mathematical content in the five state project of the Minnesota National Laboratory, pp. 5-10.
Zahr, R. D. Helping the beginning teacher, pp. 52-53

Volume 2. Number 2. November, 1966
Focus: Future directions of research in teaching
Joyce, B. Flexibility in teacher behavior, pp. 5-11.
Gallagher, J. J. A topic classification system in analysis of BSCS concept presentation, pp. 12-16.
Rengness, T. Effect of clinical evaluation on supervision of student teacher, pp. 17-19.

Doctoral Dissertation Reports:
Clements, R. Art teacher-student questioning and dialogue in the classroom, pp. 24-23.
Furst, H. The multiple languages of the classroom: A further analysis and a synthesis of meanings communicated in high school teaching, pp. 24-25.
Hanny, R. The relationship between selected personality characteristics and teacher verbal behavior, p. 26.
Herman, W. Jr. An analysis of the activities and verbal behavior of selected fifth grade social studies classes, pp. 27-29.
Hill, W. The effects on verbal teaching behavior of learning interaction analysis as an inservice education activity, pp. 30-31.
Molchen, K. A study of changes in the intentions, perceptions, and classroom verbal behavior of science interns and apprentices, p. 33.
Morgan, J. A study of the observed behaviors of student teachers in secondary social studies as correlates with certain personality characteristics, pp. 34-35.
Moskowitz, G. The effects of interaction analysis on the attitudes and teaching patterns of cooperating teachers and their student teaching, pp. 36-38.
Ober, R. Predicting student teacher verbal behavior, pp. 39-40.
Schantz, B. An experimental study comparing the effects of verbal recall by children in direct and indirect teaching methods as a tool of measurement, pp. 45-46.
La Shier, W. Jr. An analysis of certain aspects of the verbal behavior of student teachers of eighth grade students participating in BSCS laboratory block, p. 32.
Semon, A. Patterns of verbal behavior in favored and non-favored classes, pp. 47-50.
Sarber, E. Classroom interaction patterns and personality needs of traditionally prepared first-year elementary teachers and graduate teaching interns with degrees college of liberal arts, pp. 51-53.

Training Reports:
Wilson, I. Report of interaction analysis study, pp. 61-62.
Shadick, R. An evaluation of a twelve-hour workshop for cooperating teachers devoted to Flanders' system of interaction analysis, pp. 56-60.

Volume 3. Number 1. December, 1967
Focus: Behavioral objectives for the education of teachers
Koff, R. H. Dynamics of task and process: The classroom as a social organism, pp. 23-26.
Komisar, B. P. Questions for research on teaching, pp. 20-22.
Lindwall, C. M. The role of classroom observation in the improvement of instruction, pp. 16-19.
Soar, R. S. Wither research on teacher behavior, pp. 9-11.
Spaulding, R. L. A transactional approach to classroom behavior analysis, pp. 12-15.
Trueblood, C. R. Identifying and then implementing a rationale for teaching, pp. 27-35.
Turner, R. Pupil influence on teacher behavior. pp. 5-8.

Volume 3. Number 2. January, 1968
Focus: Mirrors for behavior: An anthology of classroom observation instruments
Section I. Mirrors for behavior, pp. 1-22.
Section II. Anthology of classroom observation instruments

Volume 3. Number 3. May, 1968
Focus: The doctoral dissertation process: The teaching process
Brooks, E. D. The effects of alternative techniques for modifying teacher behavior, pp. 6-7.
Browde, J. A. Patterns of teacher influence in selected church school classrooms, pp. 8-11.
Davidson, R. L. The effects of an interaction analysis system on the development of critical reading in the elementary school children, pp. 12-13.
Hart, M. A. An investigation of the relationship between the study of Flander's interaction analysis and changes in the openness of elementary teacher education students, pp. 14.
Heidelbach, R. A. Tentative model for analyzing and describing supervisory teaching, pp. 15-20.
Hill, J. M. A study of the verbal interaction between master teacher and students during clinical nursing conferences, pp. 4-22.
Powell, E. R. Teacher behavior and pupil achievement, pp. 23-25.
Rowan, N. T. The relationship of teacher interaction in classroom situations to teacher personality variables, pp. 28-29.
Reynolds, R. J. Relationships of cognitive complexity to specific behavioral variables, pp. 26-27.
Weber, W. A. Teacher behavior and pupil creativity, pp. 30-33.

Volume 4. Number 1. December, 1968
Focus: Problems which stem from being an innovation
Ary, D., Gotts, E., & Shanes, J. A scheme for optimizing computer use in Flander interaction data collection and analysis, pp. 41-46.
Fuller, F., Melcer, D., & Albrecht, D. Mechanical and electronic equipment to facilitate behavior description, pp. 4-13.
Pena, D. M. The comparison of sequence from the Flanders Interaction category system, pp. 27-34.
Powell, E. Some improvements in interaction recording, pp. 61-65.
Smidchens, U. & Roth, R. Use of a computer system in providing feedback to teachers, pp. 47-60.
Urbach, F. The interaction sequence graph: Analyzing for patterns of teaching behaviors.
Webb, J. N. & Brown, B. B. Valid and reliable observation of classroom behavior, pp. 35-38.
Wilson, J. A. Report of interaction analysis study, pp. 39-40.

Volume 4. Number 2. May, 1969
Focus: Innovations in classroom observation
I. Innovations in Category Systems
Agagarian, Y. A theory of verbal behavior and information transfer, pp. 22-33.
Galloway, C. A model of teacher non-verbal communication, pp. 12-21.
Hunter, E. The effects of training in the use of new science programs upon the classroom verbal behavior of first grade teachers as they teach science, pp. 5-11.
Schusler, R. A. C.I.M.A.R. - Classroom interaction management record, pp. 42-44.
Zahorik, J. A. Teacher verbal feedback, pp. 34-41.

II. Computer Processing of System's Data
Bernstein, A. L. An estimate of the accuracy (objectivity) of nominal category coding, pp. 49-52.
Powell, E. R. Two remote terminal programs for category systems, pp. 60-65.
Prokop, M. Sequential analysis of verbal behavior patterns in a Flanders interaction analysis matrix, pp. 53-59.

Volume 5. Number 1. December, 1969
Focus: Major reviews of research of the past decade on interaction analysis
Flanders, N. & Simon, A. Teacher effectiveness, pp. 18-37.
Rosenshine, B. Teaching behaviors related to pupil achievement, pp. 4-17.
Soar, R. Optimum teacher-pupil interaction for pupil growth, pp. 38-45.
Soar, R. & Soar, R. Pupil subject matter growth during summer vacation, pp. 46-59.

Special Feature: Reactions to the articles by B. Rosenshine and M. Harmann are in the editorial.

Volume 5. Number 2. May, 1970
Alexander, W. F. Abstract of a study of the effects of teacher verbal behavior on manipulative skill development, pp. 46-53.
Davidson, R. C. The use of interaction analysis in studying teacher influence on pupils' levels of thinking, pp. 26-39.
Campbell, D. & Minnis, D. Inquiry, micro-teaching and a modified system of interaction analysis, pp. 40-45.
Searles, J. E. A study in micro-education: Cognitive operation of secondary school teachers in San Jose, Costa Rica, pp. 15-25.
Wragg, E. C. Identifying individual responses during classroom interaction, pp. 11-14.

Special Feature: Commentaries in response to Vol. 5 No. 1 by Daniel Poor, editorial reactions.

Volume 6. Number 1. November, 1970
Focus: Difficult problems which arise in research on teaching effectiveness
Altman, H. Teacher-student interaction in inner-city and advantaged classes using the science curriculum improvement study, pp. 5-16.
Hunter, E. Some reasons for modifying existing systems categories, pp. 17-23.
Klein, J. S. Student influences on teacher behavior, pp. 34-39.
Ryan, J. P. An abridgement of “The results of an inquiry that was made into what teachers do in the classroom,” pp. 40-47.
Seidman, A. The flow-chart method of categorizing teacher behavior, pp. 24-33.
Swan, W. & Powell, E. R. Who-to-whom observation worksheet, pp. 48-51.

Volume 6. Number 2. May, 1971
Focus: Research and development programs in teaching
I. Product descriptions
Northwest Regional Educational Laboratory, pp. 7-16.
Stanford Center for Research and Development in Teaching, pp. 17-31.
Far West Laboratory for Educational Research and Development, pp. 32-43.

II. Invited Articles
Borg, W. The effectiveness of Minicourse I in changing teacher and student behavior, pp. 70-80.
Butman, J. Evaluation (of) Studies of the Instructional System, facilitating inquiry in the classroom, pp. 44-58.
Heath, R. The ability of white teachers to relate to black students and to white students, pp. 59-69.

Volume 7. Number 1. December, 1971
Focus: Interaction analysis abroad
Freyberg, P. S. & Katterns, R. W. Increasing teacher sensitivity using interaction analysis, pp. 25-29.
Jangira, N. K. Research in classroom interaction analysis in India, pp. 68-72.
de Landsheere, G. L. How teachers teach analysis of verbal analysis in the classroom, pp. 40-56.
Searles, J. E. Characteristics of the verbal environment of classrooms in Latin America, pp. 9-16.
Fisher, R. P. Associations between classroom behavior and pupils' understanding: An application of the Smith and Meux technique, pp. 30-39.
Withall, J. Some effects of Nigeria's educational system, pp. 2-7.
Wragg, E. C. Interaction analysis in Great Britain, pp. 17-24.

Volume 7. Number 2. May, 1972
Blouet, C. & Ferry, G. Implications of classroom interaction analysis, pp. 75-83.
Lundgren, U. P. Educational process analysis: A contribution of methods for curriculum theory and curriculum planning, pp. 58-69.
Nuthell, G. The University of Canterbury teaching research project, pp. 3-13.
Rao, T. V. & Mehta, P. Classroom interaction analysis, a report of research and training in India, pp. 23-37.
Rasborg, F. Group problem solving, pp. 70-74.
Santhanam, M. R. Some explorative studies in India inclassroom interaction analysis, pp. 14-22.
Tisher, R. P. Studies of behavior in Australian classrooms, pp. 49-57.
Walker, R. Some general problems that arise when interaction analysis is used to assess the impact of educational innovation, pp. 38-48.

Volume 8. Number 1. December, 1972
Focus: Explorations in divergence
Fedigan, L. Monkeying around with interaction analysis: The application of interaction analysis systems to primate social behavior, pp. 3-12.
Roberts, W. L. Modes of communication in teacher-student interaction, pp. 13-17.
Powell, E. R. Classroom climate, pupil intelligence, and mechanical skill learning, pp. 18-20.
Johnson, D. L. A report of a study of teacher and student classroom interaction and student-in-classroom verbal creativity, pp. 21-36.
Denny, D. A. The classroom creativity observation schedule (CCOS): Development and potential, pp. 37-46.

Volume 8. Number 2. May, 1973
Focus: Methodological issues in interaction analysis
Bosch, A. C. A Fortran IV computer program for interaction analysis, pp. 60-70.
Craca, J. & Martinello, M. A proposal for a data processing for cross-national research on teaching, pp. 48-49.
Hurwitz, R. F. The reliability and validity of descriptive-analytic systems for studying classroom behaviors, pp. 50-59.
Karafin, G. R. Discussion of considerations for selecting or developing an observational system, pp. 15-32.
Pena, D. M. A computer program to produce matrices for interaction analysis, pp. 3-14.
Sykes, R. E. Electronic instrumentation for interaction research, pp. 33-47.

Volume 9. Number 1. December, 1973
Focus: Teacher training
Adelman, C. & Walker, R. Communication games, pp. 3-12.
Byrnes, J. An analysis and an interpretation of a dyadic supervisory conference, pp. 31-37.
Kohn, R. Classroom interaction analysis and teacher training, pp. 46-53.
Kotcher, E. & Doremus, R. R. Increasing positive interactive classroom behavior, pp. 23-30.
McAleese, W. R. Interaction analysis and teacher training in Trinity College, Dublin, Ireland, pp. 38-45.
Thiagarajan, S. Instructional systems for interactional systems, pp. 13-21.
Walker, R. & Adelman, C. Abstract: The classroom observation project at the Centre for Science Education, p. 22.

Volume 9. Number 2. Spring, 1974
Focus: Early childhood
Brophy, J. E. & Evertson, C. Teaching young children effectively, pp. 3-8.
Dopyera, J. E. & Lay, M. Differential influences of program encounters on Head Start children, pp. 9-18.
Honig, A., & Caldwell, B. M. Review of research using APPROACH: A procedure for patterning responses of adults and children, pp. 19-31.
Miller, L. B., Bugbee, M. B., White, S. A. & Dyer, J. L. Producing various teaching techniques in preschool, pp. 42-54.
Prescott, E. The relationship of spatial characteristics to children's experience in group day care, pp. 32-41.
Santin, S. E. & Garker, M. The reliability and validity of a technique for the systematic observation of maternal teaching style, pp. 55-63.

Volume 10. Number 1. Fall, 1974
Focus: Conceptual problems of analyzing chains of interactive events
Flander, N. Editorial comments on the conceptual problems of analyzing chains of interactive events. An introduction to the other articles by Collet, L. S. & Semmel, M. I. Prokop, M. & Shymansky, J. and Penick, J. E., pp. 31-32.
Collet, L. S. & Semmel, M. I. The analysis of sequential behavior in classrooms and social environment: Problems and proposed solutions, pp. 33-44.
Long, J. V. Media effects upon classroom verbal interaction data, pp. 3-12.
Morine, G. Interaction analysis and inquiry: Teaching skills seen through a double screen, pp. 13-24.
Passi, B. K. & Malhotra, S. P. Indirect-direct teacher behavior and student ratings of teachers, pp. 25-30.
Prokop, M. A method for true sequential processing of verbal interaction analysis data, pp. 45-50.
Shymansky, J. & Penick, J. E. A comparison of macroanalytic techniques in the study of teacher behavior patterns in the classroom, pp. 51-56.

Volume 10. Number 2. June, 1975
Focus: Teacher training and the stability of categorized interaction
Flanders, N. A. A note on the stability of categorized interaction, pp. 14-18.
Hayman, J. L. & Maskowitz, G. Behavior patterns and training needs of first-year teachers in inner-city schools, pp. 3-13.
Koskenniemi, M. Karma, K. & Martikainen, M. Biadic Process Analysis (DPA) Helsinki System for describing instructional processes. pp. 32-49.
Snyder, W. D. & Runkel, P. J. Can teachers be trained to change?: Some effects of teacher training on teacher-student interaction as assessed by Flanders' categories, pp. 19-31.

Volume 11. Number 1. December, 1975
Focus: Research reports from Australia and New Zealand
Research Reports from Australia
Tierney, J. Changing student-teacher verbal behavior by feedback from the Verbal Interaction Category System, pp. 25-50.
Thew, D. M. A classroom social organization category system, pp. 18-24.
Theobold, J. H. Relationships between selected student characteristics and contrasting styles of teaching in secondary school, pp. 25-29.

Research Reports from New Zealand
Adams, R. S. Into open spaces, pp. 47-49.
Archer, E. L. Overview of research on teaching at Massey University, pp. 39-42.
Ashcroft, E. R. Effectiveness of inservice training in modifying teacher classroom behavior and learning, pp. 52-59.
Bates, R. J. Pupil expectations of teacher classroom behavior, pp. 43-46.
Freyberg, P. S., Haigh, N. J., & Katterns, R. W. Research on teaching at the University of Waikato, pp. 31-38.

Volume 11. Number 2. July, 1976
Focus: Ability grouping, sexism, social reciprocity in the classroom, and other topics
Freiberg, H. J. An investigation of the effects of verbal teacher-student interaction of similar and different ability groups in secondary classrooms, pp. 34-45.
Jackson, G. Comments on Health and Neilson's “The research basis for performance based teacher education,” pp. 46-49.
Palisi, A. & Ruzicka, M. Index range of verbal behavior derived from the Flanders' Interactional Matrix, pp. 3-6.
McKay, A. B. A correlational study of selected variables in the educational environment of elementary schools, pp. 26-33.
Parish, T. and Bryant, W. Reversing the effects of sexism in elementary school girls through the use of counter-conditioning procedures, pp. 7-15.
Strain, P. Social reciprocity in the classroom, pp. 16-25.

Volume 12. Number 1. December, 1976
Focus: Developing observation instruments, student perceptions, teacher judgements, sociometric ratings, and other topics
Dershimer, G. Teacher judgements and pupil observations: Beauty in the eye of the beholder, pp. 31-50.
Martin, J. Developing category observation instruments for analysis of classroom behavior, pp. 5-16.
Clark, C., Corno, L., Gage, N. L., Marx, R., Peterson, P., Stayrook, N. & Winne, P. Student perceptions of teacher behavior as related to student achievement, pp. 17-30.
Schramm, C. Relating teacher threat to academic achievement in educationally deprived children, pp. 51-70.
Shymansky, J., Penick, J., & Wortman, J. A computer designed to identify behavior patterns in observational data, pp. 83-89.
Singleton, L., Asher, S., & Alston, F. Sociometric ratings and social interaction among third grade children in an integrated school district, pp. 71-82.
Morine-Dershimer, G. Teacher judgements and pupil observations: Beauty in the eye of the beholder, pp. 31-50.

Volume 12. Number 2. May, 1977
Focus: Teacher reprimands, nonverbal behavior of teachers, and other topics
Ely, M. & Kennedy, E. Development of a new approach to the measurement of integrative teacher behavior, pp. 11-19.
Feldman, R. S. Race of student and nonverbal behavior of teacher, pp. 20-26.
Lutz, J. P. Measuring individual attraction to psychological and social groups, pp. 36-38.
Sadker, D. & Sinclair, R. L. Dimensions of the elementary school educational environment: A factor analytic study, pp. 27-35.
Thompson, J. L., Strain, P. S., & Shores, R. E. A comparative evaluation of teacher reprimands and I-messages on disruptive behavior of elementary-age children, pp. 3-10.

Volume 13. Number 1. December, 1977
Focus: Future directions for process-product research and other topics
Batchelder, A. S. & Keane, F. An analysis of lecture in the college classroom through systematic observation, pp. 33-43.
Blumberg, A. Supervision as interpersonal intervention, pp. 23-32.
Calkins, D., Borich, G. D., Pascone, M., Kugle, C. L., & Marston, P. T. Generalizability of teacher behaviors across classroom observation systems, pp. 9-22.
Freiberg, H. J. The Journal of Classroom Interaction: Future directions, pp. 1-2.
Medley, D. M. Future directions for process product research, pp. 3-8.
Smith, T. M. The facilitative effect of a modified contract instructional method on underachieving students, pp. 44-47.

Volume 13. Number 2. June, 1978
Focus: Research on teacher effectiveness
Coker, H. An effectiveness-directed approach to teacher evaluation and certification, pp. 27-31.
Hall, G. Computer processing and feedback of interaction analysis data for teachers, pp. 32-37.
Koehler, V. Classroom process research: Present and future, pp. 3-11.
Massanari, K. A look at ERIC Research on the teaching-learning process, pp. 12-15.
McBee, J. K. & Fortune, J. C. Use of distribution parameters of achievement scores, pp. 22-26.
Medley, D. M. Research in teacher-effectiveness: Where it is and how it got here, pp. 16-21.

Volume 14. Number 1. December, 1978
Focus: Teacher corps projects
Brooks, D., Silver, S. B., & Wooten, M. The ecology of teacher-pupil verbal interaction, pp. 39-45.
Clark, B. M. & Creswell, J. L. Participant versus non-participants' perceptions of teacher nonverbal behavior, pp. 28-38.
Houston, W. R., Andrews, T., Bryant, B., & Gutierrex, L. Achievement, content, emphasis, and assessment of institutes by participants in process-oriented and task-oriented groups, pp. 1-9.
Spaulding, R. L. Adapting teaching styles to learning styles, pp. 10-18.
Steffensen, J. P. & Mount, L. V. An administrative perspective on teacher corps evaluation, p. v.
Zigarmi, P. et al. Implementing a new approach to discipline in a junior high school: A two-year study of a teacher corps project, pp. 19-27.

Volume 14. Number 2. June, 1979
Focus: Children's friendship patterns, contextual variables, and other topics
Brophy, J. E., Evertson, C. M., Baum, M. C., Anderson, L. M., & Crawford, W. J. Grade level and sex of student as context variables in elementary school, pp. 11-17.
Butler, M. J. An annotated bibliography on classroom organization and its effects upon childhood friendship patterns, pp. 9-10.
Felmlee, D. & Hallinan, M. T. The effect of classroom interaction on children's friendships, pp. 1-8.
Keane, F. J. & Zaichkowsky, L. Leader behavior factors in the university classroom, pp. 30-34.
Marshall, H. H. & Green, J. L. Context variables and purpose in the use of verbal interaction analysis, pp. 24-29.
Martinek, T. & Mancini, V. H. CAFIAS: Observing dyadic interaction between teacher and student, pp. 18-23.

Volume 15. Number 1. Winter, 1979
Focus: The introductory article provides an overview of the advances in research on teaching. Three articles focus on the student as a source of research data.
Brophy, J. E. Advances in teacher effectiveness research, pp. 1-7.
Cromack, T. & Egelston, R. L. Students as the source of information concerning teacher behaviors: New York concepts in the appraisal of instruction, pp. 8-15.
Fisher, S. Revealing students' reasoning practices, pp. 16-24.
Marsh, D. D. The classroom effectiveness of Teacher Corps graduates: A national assessment, pp. 25-33.
Oxford, R. L. et al. Classroom ecology and off-task behavior of kindergarten students, pp. 34-40.

Volume 15. Number 2. June, 1980
Focus: Interracial classroom interaction and teacher-student interaction in traditional, individualized, and small group instruction
Anderson, L., Evertson, C. M., & Brophy, J. An examination of classroom content: Teacher-student contacts during small-group instruction, pp. 21-26.
Bennett, C. Student intitiated interaction as an indicator of interracial attraction in desegregated classrooms, pp. 11-14.
Levin, T. Patterns of classroom interaction in individualized and traditional intstructional strategies, pp. 15-20.
McCaleb, J. L. & White, J. A. Critical dimension in teacher clarity, pp. 27-30.
Yeger, T. A. & Miezitis, S. Self-concept and classroom behavior by the adolescent pupils, pp. 31-37.
Schwanke, D. Interracial classroom interaction: An indicator of racial acceptance, pp. 1-10.

Volume 16. Number 1. December, 1980
Focus: A wide range of topics including the applicability of research to the classroom, the stresses of conducting ethnographic research and the issue of the stability of teacher classroom behavior
Frank, B. M. The effect of classroom activities on focus control orientation, pp. 4-10.
Freiberg, H. J. Applying research to the classrooms, pp. 1-3.
Martinek, T. J. Application of the Hoyt technique to determine inter-coder reliability for classroom observation, pp. 25-29.
Oliver, B. & Taylor, J. L. Teacher characteristics and classroom behavior, pp. 30-32.
Young, T. W. Teacher stability in seventh and eighth grade classrooms, pp. 11-18.
Zigarmi, D. & Zigarmi, P. A personal view of the stresses of being an ethnographer, pp. 19-24.

Volume 16. Number 2. June, 1981
Focus: A review of the literature on interaction analysis with an emphasis on use of the Flander's Interaction Analysis System
Allender, J. S., Saitchik, M., & Goldstein, D. Student involvement and patterns of teaching, pp. 11-20.
Brown, T. & Goodall, R. C. Enhancing group climate through systematic utilization of “feedback,” pp. 21-26.
Cooper, C. R. Different ways of being a teacher: An ethnograpic study of a college instructor's academic and social roles in the classroom, pp. 27-37.
Frieberg, H. J. Three decades of the Flanders' Interaction Analysis System, pp. 1-7.
Schunk, D. H. & Gaa, J. P. Goal-setting influence on learning and self-evaluation, pp. 38-44.
Schwanke, D. Interaction analysis: A review of selected literature, pp. 8-10.

Volume 17. Number 1. Winter, 1981
Focus: Academic Learning Time (ALT) in relation to teacher-student interaction and instructional patterns
Cooley, W. H. & Mao, B. J. The sample of classroom time observed, pp. 31-36.
Fisher, C. W., Berliner, D. C., Filby, N. N., Marliane, R., Cahen, L. S., & Dishaw, M. M. Teaching behaviors, academic learning time, and student achievement: An overview, pp. 2-15.
Smith, L. R. & Land, M. L. Low-inference behaviors related to teacher clarity, pp. 37-42.
Mahlios, M. C. Relationships of cognitive style to teacher-student interaction and student learning, pp. 26-30.
Rosenshine, B. V. How time is spent in elementary classrooms, pp. 16-25.

Volume 17. Number 2. Summer, 1982
Focus: Academic Learning Time (ALT) with emphasis on dissemination of research findings in this area
Confrey, J. A review of Time to Learn: Subject-matter specialists, pp. 32-36.
Denham, C. H. Time to Learn: A reply to two reviews, p. 37.
Fensternmacher, G. D. On learning to teach effectively from research on teacher effectiveness, pp. 7-12.
Freiberg, H. J. Current research finding in teacher education: Implications for policy makers, pp. 3-6.
Lieberman, A. Time on task: The aftermath, pp. 38-40.
Muir, R. A teacher implements instructional change, pp. 13-21.
Noli, P. A principal implements an ALT program, pp. 22-27
Placek, J., Silverman, S., Shute, S., Doods, P., & Rife, F. Academic learning time (ALT-PE) in a traditional elementary physical education setting, pp. 41-46.
Webb, N. A review of Time to Learn, pp. 28-31.

Volume 18. Number 1. Winter, 1982
Focus: A collection of articles on specific areas of interest within classroom interaction which, nevertheless, can be viewed for potential applicability to a wide variety of settings. The feature article explores the relationship between teacher beliefs and behaviors during reading review summarizes related articles
Boohar, R. K. & Seiler, W. J. Speech communication anxiety: An impediment to academic achievement in the university classroom, pp. 23-27.
Hoffman, J. V. & Kugle, C. L. A study of theoretical orientation to reading and its relationship to teacher verbal feedback during reading instruction, pp. 2-7.
Killian, J. E. A comparison of training methods for systematic observation, pp. 19-22.
Martin, E. R. Theoretical orientation to reading and teacher verbal feedback: A selected review of recent literature, pp. 8-10.
Nyquist, J. L. & Wulff, D. H. The use of simultaneous feedback to alter teaching behaviors of university instructors, pp. 11-18.
Shapira, R. & Hadad, M. Commanding resources and patterns of association, pp. 28-35.

Volume 18. Number 2. Summer, 1983
Focus: The role of classroom interaction in teacher evaluation
Broudy, H. S. Whys and therefores of competency-based teaching, pp. 2-6.
Dupuis, M. M. & Fagan, E. R. Basic skills of perspective teachers: How well do they read/write/speak?, pp. 20-27.
Martin, E. R. Teacher evaluation: A selected review of the recent literature, pp. 16-19.
Reagan, B. R., Johnson, S. A. & McIntire, R. G. Staff quality assurance program: The Houston plan, pp. 28-33.
Soar, R. S. Measures of quality in the classroom, pp. 7-15.

Volume 19. Number 1. Winter, 1983
Focus: Instrumentation related to dual-focus of teacher evaluation and assessment of classroom climate
Gilman, F. Student attitudes and classroom climate: A survey of recent literature, pp. 7-9.
Goodall, R. & Brown, L. The development of an instrument to assess classroom climate, pp. 2-6.
Mangano, N. G., Rupley, W. H., & Willson, V. L. External validity issues associated with classroom observational research, pp. 10-14.
McCaleb, J. L. & Rosenthal, J. L. Relationships in teacher clarity between students' perceptions and observers' ratings, pp. 15-21.
Medley, D., Soar, R., & Coker, H. The minimum conditions for valid evaluation of teacher performance, pp. 22-27.
Sirotnik, K. A. An inter-observer reliability study of a modified SRI observation system, pp. 28-38.

Volume 19. Number 2. Summer, 1984
Focus: The relationship between teachers' self-perceptions and their perceptions of students; also, articles on other variables affecting classroom interaction, such as the use of classroom time, space, materials, and equipment
Denton, J. J. Clark, F. E., Rossing, R. G., & O'Connor, M. J. An examination of instructional strategies used with two-way television, pp. 12-20.
Driscoll, A. & Reynolds, R. Teachers' self-perceptions and descriptions of students for whom they hold positive attitudes, pp. 2-8.
Gilman, F. Teachers' self-perceptions and their perceptions of student characteristics: A selected review of recent literature, pp. 9-11.
Hobar, N. & Sullivan, D. Systematic observation of instruction: Genesis research, practice, and potential, pp. 26-34.
Saur, R. E., Popp, M. J., & Isaacs, M. Action zone theory and the hearing-impaired student in the mainstreamed classroom, pp. 21-25.

Volume 20. Number 1. Winter, 1984
Focus: The “second generation” of effective instruction research
Anderson, S. L. Teacher training techniques from four observational perspectives, pp. 16-28.
Borich, G. & Klinzing, G. Some assumptions in the observation of classroom process with suggestions for improving low influence measucles:
Borger, J. B., Lo, C-L., Oh, S. S., & Walberg, H. J. Effective schools: A quantitative synthesis of constructs, pp. 12-17.
Clift, R. T. & Waxman, H. C. Some neglected elements of effective schools research: A review of literature, pp. 2-11.
Stringfield, S., Teddlie, C. & Suarez, S. Classroom interaction in effective and ineffective schools: Preliminary results from Phase III of the Louisiana School Effectiveness Study, pp. 31-37.
Teddlie, C. & Stringfield, S. A differential analysis of effectiveness in middle and low socioeconomic schools, pp. 38-44.
Teddlie, C., Stringfield, S. & Desselle, S. Methods, history, selected findings and recommendations for the Louisiana School Effectiveness Study, 1980-85, pp. 22-30.

Volume 21. Number 1. Winter, 1985
Focus: The concept of overlap between what is taught and what is tested as a possible influence on teacher-student classroom relationships
Clift, R. High school students' responses to dramatic enactment, pp. 38-44.
Devlin-Scherer, R., Devlin-Scherer, W., Schaffer, E., & Stringfield, S. The effects of developing teacher committment to behavioral change, pp. 31-37.
Johnston, M. How elementary teachers understand the concept of “on-task”: A development critique, pp. 15-24.
Knight, S. L. Overlap: A selected review of recent literature, pp. 12-14.
LeMahien, P. & Leinhardt, G. Overlap: Influencing what's taught: A process model of teachers' content selection, pp. 2-11.

Volume 21. Number 2. Summer, 1986
Garlinger, D. K. & Frank, B. M. Teacher-student cognitive style and academic achievement: A review and mini-meta-analysis, pp. 2-8.
Martinek, T. & Karper, W. B. Motor ability and instructional contexts: Effects on teacher expectations and syadic interactions in elementary physical education classes, pp. 16-25.
Payne, B. D. & Manning, B. H. Relationships between elementary student teachers' verbal behavior and pupil assessment of teaching performance, pp. 26-30.
Stringfield, S., Schaffer, E., & Devlin-Scherer, R. A study of the generalizability of teacher change quasi-experiments, pp. 9-15.

Volume 22. Number 1. Winter, 1986
Brophy, J. Teacher effects research and teacher quality, pp. 14-23.
Darling, A. L. & Civikly, J. M. The effect of teacher humor on student perceptions of classroom communicative climate, pp. 24-30.
Fradd, S. H., Morsink, C. V., Kramer, L. R., Algozzine, K., Marquez-Chisholm, I., & Yarbrough, J. Teacher competencies in the mainstreaming process, pp. 31-40.
Stevens, D. D. & Driscoll, A. An intervention study of a staff development program on effective instruction strategies, pp. 4-13.
Waxman, H. C. Improving classroom instruction through staff development: A review of recent research, pp. 1-3.

Volume 22. Number 2. Summer, 1987
Baker, D. R. Sex differences in classroom interactions in secondary science, pp. 6-12.
Guida, F. V. Naturalistic observation of academic anxiety scale, pp. 13-18.
Guskey, T. R. The essential elements of mastery learning, pp. 19-22.
Guzzetti, B. J. Humanism in the classroom, pp. 23-28.
Stipek, D. J. & Mason, T. C. Attributions, emotions, and behavior in the elementary school classroom, pp. 1-5.

Volume 23. Number 1. Winter, 1987
Algozzine, K. M., Korinek, L., Morsink, C. V., & Algozzine, B. Who's on first, what's on second: Questioning in special education classrooms, pp. 22-27.
Brooks, D. M. & Hawke, G. Effective and ineffective session opening teacher activity and task structures, pp. 1-4.
Dupuis, V. L. & Badiali, B. J. Classroom climate and teacher expectations in homogeneously grouped, secondary schools, pp. 28-33.
Fish, M. C. & Feldmann, S. C. Teacher and student verbal behavior in microcomputer classes: An observational study, pp. 15-21.
Marsh, D. D. & Penn, D. M. Engaging students in innovative instruction: An application of the stages of concern framework to studying student engagement, pp. 8-14.
Waxman, H. C. Effective lesson introductions and preinstructional activities: A review of recent research, pp. 5-7.

Volume 23. Number 2. Summer, 1988
Anderson, L. W. & Pigford, A. Teaching within-classroom groups: Examining the role of the teacher, pp. 8-13.
Creemers, B. P. M. & Tillema, H. H. The classroom as a social/emotional environment, pp. 1-7.
Emmer, E. T. Praise and the instructional process, pp. 32-39.
Lamberights, R. J. A. G. Cooperative vs. traditional learning settings and the educational climate perceived by teachers: Set-up and results of an evaluation experiment, pp. 45-53.
van der Kley, P. Inequality as an effect of rule-setting behavior, pp. 23-31.
van der Sijde, P. C. Relationships of classroom climate with student learning outcomes and school climate, pp. 40-44.
Veenman, S., Lem, P., & Voeten, M. Time-on-task in mixed-age classes, pp. 14-22.

Volume 24. Number 1. Winter, 1988-89
Kuehne, V. S., Younger friends/older friends: A study of interactions, pp. 14-21.
Niemann, M., Ball, D. B., & Caldwell, M. S. A comparison between elementary and secondary beginning teachers on responses to disruptive behavior, pp. 1-4.
Rowley, G., Reliability and other indicators of data quality in classroom observation research, pp. 22-29.
Tomic, W., Teaching behavior in Dutch mathematics classrooms, pp. 5-13.

Volume 24. Number 2. Fall, 1989
Cloud-Silva, C. & Denton, J., The development and validation of a low-inference observaton instrument to assess instructional performance of teaching candidates, pp. 7-14.
Crapps, J. M., & Witkowski, M. E., The role of touch during free-play of handicapped and non-handicapped children, pp. 1-6.
Fish, M. C., & Feldmann, S. C., An observational study of teacher and student behavior under varied software conditions in microcomputer classes, pp. 15-22.
Freiberg, J., Brady, M. P., Swank, P. R., & Taylor, R. D., Middle school interaction study of mainstreamed students, pp. 31-42.
Hartman, J. H., & Neilsen, L. A., Reading comprehension instruction assessment system, pp. 23-30.

Special Errata to Volume 24, Number 1
Niemann, M., Ball, D. B., & Caldwell, M. S. A comparison between elementary and secondary beginning teachers on responses to disruptive behavior, p. 43.

Volume 25. Number 1 & 2. 1989-90
Babad, E. Calling on students: How a teacher's behavior can acquire disparate meanings in students' minds, pp. 1-4.
Ben-Peretz, M. & Schonmann, S. The strange/familiar dichotomy: Classrooms as theater, pp 37-46.
Hastie, Peter A. & Saunders, John E. A study of monitoring in secondary school physical education classes, pp. 47-54.
Labercane, G. D., Hunsberger, M. Teachers' views on children's classroom talk, pp. 29-36.
Saunders, S. & Morine-Dershimer, G. Tuning into teaching: Preserice teachers' changing images of lessons, pp. 5-14.
Schaffer, C., Stringfield, S.C. & Devlin-Scherer, R. A two-year follow-up of a staff development program designed to change teacher behavior, pp. 15-22.
Silverman, S. & Buschner, C. Validity of cheffers adaptation of flanders interaction analysis system, pp. 23-28.

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