The Measurement of Domination and of Socially Integrative Behavior in Teachers' Contacts With Children

An assessment of the discriminant validity of the checklist of behavior alteration techniques: A test of the item desirability bias in prospective and experienced teachers’ likelihood‐of‐use ratings

“…The more complete discussion is available from the authors and is being prepared for publication. However, a sampling of this literature may be found in the works of Anderson and his colleagues (e.g., Anderson, 1939) on teacher domination and socially integrative behavior, Flanders and his colleagues (e.g., Flanders, 1970) on direct and indirect influence, White and her coworkers (e.g., White, 1975) on teacher approval and disapproval, and Brophy and his colleagues (e.g., Brophy, 1981) and his colleagues on teachers' use of praise and criticism. This literature may also be found in the research of a variety of researchers with less extensive research programs (e.g., Borg & Ascione, 1982;Siggers, 1980;Webster & Johnson, 1987).…”

Education for Slow-Learners: Student-Teacher Interaction Process

“…Flanders Interaction Analysis Categories (see footnote 1 ) were used here according to directions stipulated by Flanders. Because the results of different research projects using FIAC (Amidon and Flanders, 1961;Anderson, 1939;Bondi, 1969) have indicated general trends consistent with each other, both the validity and reliability of this tool are considered extremely high.…”

The social psychology of education: New field of study or just educational psychology?1

“…If these aspects of the group are properly developed the interpersonal feelings will be warm, supportive, and respectful, • resulting in greater motivation, increased self-esteem and high academic achievement. The notion of classroom climate has been with us for some time, (Anderson, 1939;Withall, 1952;Flanders, 1965), and recent research by Walberg (1969), Trickett and Moss (1973), Randhawa and Michayluk (1975), and Solomon and Kendall (1976), among others, has demonstrated that the environment of the classroom can have a significant impact on learning outcomes. Nielsen and Kirk (1974) have summarized instrumentation available to measure classroom environments and conclude that while most of the research is correlational, it is a promising start to investigate the relationship between learning environments and learning outcomes.…”