A Category System to Describe the Nonverbal Behavior of Teachers and Students: An Interim Report. Occasional Paper No. 2.

Autor/inn/en	Roderick, Jessie A.; Vawter, Jacquelyn
Institution	Maryland Univ., College Park. Center for Young Children.
Titel	A Category System to Describe the Nonverbal Behavior of Teachers and Students: An Interim Report. Occasional Paper No. 2.
Quelle	(1972), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Behavior Patterns; Classroom Research; Comparative Analysis; Curriculum Development; Early Childhood Education; Elementary School Students; Nonverbal Communication; Preschool Children; Research Problems; Secondary School Students; Student Behavior; Tables (Data); Teacher Behavior; Teacher Education + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Non-verbal communication; Nonverbale Kommunikation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Forschungskritik; Sekundarschüler; Student behaviour; Schülerverhalten; Tabelle; Teacher behaviour; Lehrerverhalten; Lehrerausbildung; Lehrerbildung
Abstract	The purpose of this research project was to develop clearer definitions of the categories of the Nonverbal Category System, an instrument developed in conjunction with an earlier study of nonverbal behavior of young children as it relates to decision making. A second purpose was to establish whether the instrument could be employed in studying nonverbal behavior of a variety of age groups in various settings. The behaviors of students and teachers from nursery school through secondary education levels were observed for 15- to 20-minute periods by trained graduate students. Results are given in these terms: (1) average number of nonverbal behaviors per pupil observation and teacher observation, (2) categories into which most pupil and teacher behaviors could be placed, (3) ranking of categories according to number of behaviors, (4) comparison of teacher nonverbal behaviors, (5) comparison of pupil nonverbal behaviors, and (6) comparisons among categories. Six appendixes detail some nonverbal illustrative behaviors, list and compare percentages of behaviors in each category, and present a framework for developing a nonverbal component for teacher education programs. (SDH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC