While much rrcent btwk / i m ottrnipted to code nrgotiotiori interaction to identify h o~. individrrtils iisr cornmuniccrtion tactics in negotiation srttings. many coding schrmrs h u i v hren developed to unulyze simulotcd activities and mcry not be trppropriute for thr unulysis of formal, profrssioncrl negotiotion rt'etits. Moreovrr, most codinfi rrsenrch has failed to focus on the rrlationships hetnven indiiidiru/ trrctics und Itrrgrr coinmrinicrrtiori strutegirs. This trrticle proposrs 11 coding mechanism .sensitiize to formul. nuturully occurring c~~mmuniccrtion in nrgotiution settings nnd cnpcrblr of identifying strntrgic iisr of individirul ttictics. The coding scheme is then npplied to .simrdtrtrd and nuturcrlistic negotirrtion interaction und the resrtlting dutu urr ussessed, using lug seqrrrntinl unalysis. Significtrnt dvferencrs are rrjlrcted hetllvrn the noturcilistic and simirlnted intrructions and strong puttrrns of communictition strotegy urr identified.The negotiation process continues to attract attention across several disciplines, most of which has been focused on the factors impacting negotiation outcome (Bacharach & Lawler, 1981; Chertkoff & Esser, 1976; Druckman, 1977; Putnam & Jones, 1982a; Zartman, 1978). While explaining outcome has been accomplished under a number of Willium A . Donohue (Ph. D.. Ohio State University) is an associate professor of communication at Michigan State University. M u~y E. Dirz (Ph. D., Michigan State University) is an assistant professor of professional communication at Alverno College. Murk Humilfon is a Ph.D. candidate in the Department of Communication at Michigan State University. 0 1984 International Communication Assn 403 404 HUMAN COMMUNICATION RESEARCH / Spring 1984 approaches including personality traits, economics, game theory, and concessiodconvergence (Zartman, 1978) recent reseach has begun coding negotiation interaction to identify how individuals use communication tactics to create more cooperative or competitive negotiation contexts (Putnam & Jones, 1982b). However, these coding schemes were developed to analyze primarily simulated negotiation activities that may differ substantially from professionally organized, formal negotiation events. In addition, the research using coding schemes to analyze communication interaction has not generally focused on how individual tactics can be assessed as part of a larger communication strategy that each negotiator is attempting to implement.Given these gaps in the research, the purpose of this article is to build upon prior negotiation coding schemes to develop a coding mechanism that will be more sensitive to formal, naturally occuring bargaining communication behavior and be capable of locating the kinds of strategies and tactics that negotiators pursue most frequently. To accomplish this objective this articlewill begin by reviewing recent research in coding negotiation interaction to determine its viability in coding naturalistic communication in order to learn how strategies develop in negotiation inter...

Knowing that a teacher education program’s graduates affected P—12 student learning may be important, but knowing how the program prepared their graduates to affect learning is critical for ongoing reform efforts. In this essay, the author argues for the utility of looking at three sets of relationships involved in gauging the impact of teacher education programs on P—12 student learning—teacher education program impact on teacher candidate learning, teacher graduate practice of teacher education program outcomes in P—12 settings, and teacher graduate impact on P—12 pupil learning. The author also addresses three issues affecting the efficacy of reform efforts—a focus on proving versus improving, an absence of assessment literacy, and the need for teaching to support learning.

This review chronicles the origins of the use of the term “dispositions” in teacher education and highlights problems in its current definitions and applications, suggesting questions that need to be addressed in dealing with those problems and outlining necessary changes in teacher education programs to address development and assessment of the whole teacher.

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