private communication

A study of the dynamic organization of content through the sequence of communication behaviors in the classroom attempted to 1) systematically analyze observed and classified communication behaviors of teachers ani students in the classroom which relate to content; 2) display the data thus generated so t) at elements, sequences, and organizations of communication behaviors related to content development can be studied and analyzed; and 1) extrapolate prototypes of content development from the analysis of elements, relationships, and organizing principles of content communication behaviors. Twelve junior high school teachers and their students were observed and video-taped as they engaged in teaching and learning activities in the four suhiect areas of science, mathematics, social studies, and English. Tapes of 1n class sessions were classified and codified using the 12- category Content Analysis System (developed and refined from a basic scheme of five categories: background, naming, defining, examples, and amplification). Analysis of data consisted of a classification of elements of content communication and the identification of larger and larger seguenees of communication behaviors within which those contest elements were found. Analysis of elements anA larger sequences of data was jade of the sample as a whole and within the sample according to subject area and according to individual teachers. (Summary findings are oresente