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The article presents several experiments and surveys related to education including "An Investigation to Determine Most Effective Means of Dissemination of a Curriculum Innovation for Elementary Science," by Earl Brakken, "An Exploration of the Relationship Between Teacher Creative Ability and Teacher-Pupil Classroom Behavior," by Charles D. Castelli, "Exploratory Studies of a Teaching Situation Reaction Test," by James K. Duncan, John B. Hough and James Thompson, "The Relationship of Parental Acceptance to the Professional Attitudes and Academic Achievement of Students in Teacher Education," by William J. Gnagey and "A Comparison of College Students' Preferences for Methods of Teaching Reading With the Methods Actually Used by Them as Teachers," by Elizabeth Hunter.

The article focuses on the cross-age tutoring program in a public school. The program is part of a methods course that offers college students an opportunity to teach youngsters, to study their own teaching and the teaching of an older child as he tutors a younger child. The program involves 31 Hunter College students and fifth and sixth-graders and second and third-graders. College students involved in the cross-age program stated that the program was a good learning experience for them and that youngsters are looking forward to the tutoring sessions of the program.

The article focuses on areas of experimentation and innovation directly related to the future role of direct experience in teacher education. The fields of experimentation include: the expansion of direct experience with children so that it occurs throughout the professional sequence; the use of new media such motion pictures, tape recorders and television; the cooperation between school and college in providing quality direct experiences for future teachers; aids in financing for student teaching programs; varying approaches to full-time experiences with children; and the emphasis upon the study of teaching and the use of systems for analyzing the verbal behavior of student teachers and pupils in the classroom.

The article examines the procedure involved in interaction analysis, a method of objectively recording the verbal interaction between the teacher and his students. The possibility of observer bias is minimized in the classroom observation procedure. It also permits a systematic record of spontaneous acts. The Flanders System of Interaction Analysis is probably the most widely used of the category systems for analyzing verbal behavior. The modifications in the Flanders System for use in physical education classes are discussed.

This study was concerned with the question of whether teachers whose self-perception and observed classroom behavior were discrepant (in terms of Flanders' Interaction Analysis categories) would change their behavior, perception or both as the result of feedback. Three feedback sources were compared to a no-feedback control for 24 high school teachers, classified as high or low in terms of their initial perception-behavior discrepancy. The group given direct verbal feedback was found to change significantly more than the no-feedback group while differences were not found for teachers taught the IA system or those who listened to tape recordings. High discrepant teachers were found to change their self-perception more than lows. [ABSTRACT FROM AUTHOR]