Classroom Interactions

This study investigated the seating patterns of target students in science classrooms to see if there was an action zone or t-zone present. Fifty-six physical science and chemistry classes were observed using the Brophy-Good Teacher-Child Dyadic Observation System. Target students were identified and thesir interactions were compared to non-target students. Target student interact4ons for direct questions and student-initiated interactions were analyzed to ascertain whether the teacher or the szudent determined target student status. Results indicated that no t-shaped action zone was present in the classes observed. Target students dominated class interactions and received more direct questions, teacher afforded conversation and sustaining feedback. Nearly one-third of all students observed in the study did not interact at all and were silent. (Author) Reproductions supplied by EDRS are the best that can be made from the original document. to co tr. CV tt