Abstract
This study explored the question: "Will there be identifiable differences in the verbal interaction patterns used by instructors when they teach the same unit of study to different classes stratified according to ability and achievement?" The subjects were two certified and experienced instructors teaching 282 students in ten sections of seventh-grade Texas History classes. This represented the total seventh-grade population of a single school district. All of the sections had been stratified on the basis of ability and achievement using standardized achievement test scores, academic grades and teacher recommendations. The instruments used to collect the data were the Flanders Interaction Analysis System and a Texas History Achievement Test. With the cooperation of the two teachers, the same thirty-minute lesson plan in Texas History was presented to each class. An achievement pre-test and post-test instrument was administered. Each teaching session as recorded on video-tape for later interaction analysis interpretation. An analytical approach was employed in the research for data interpretation. Analysis of variance was implemented to test student achievement. Analysis of interaction patterns was achieved by a chi-square test. Analysis of interaction to achievement was determined by linear correlation using Pearson's "product-moment" coefficient of correlation.
Morris, Phil (1977). A study of teacher influence and pupil achievement in a public school district. Texas A&M University. Texas A&M University. Libraries. Available electronically from
https : / /hdl .handle .net /1969 .1 /DISSERTATIONS -358521.