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Chantal Amade-Escot

This article examines the critical didactic incidents (CDIs) method used by European researchers in didactics. Originally designed by Flanagan (1954) in psychology, the CDIs method is based on qualitative accounts and analysis of critical moments in the teaching process when content is brought into play. The article reviews the use of critical incidents in educational research and then focuses on the epistemological aspect of its recasting in didactics. Criteria and guidelines for using the method are described, as well as some tenets for interpretation. The description emphasizes the fact that the CDIs method is anchored in a concern for developing depth of understanding of a particular phenomenon: the dynamics of the implicit negotiations between teacher and students regarding content issues and the co-construction of meanings that undergirds classroom interactions.

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Judith A. Bischoff, Sharon Ann Plowman and Lawrence Lindenman

The purpose of this study was to determine the relationship between teacher fitness and teacher/student interaction in the classroom. Eighteen experienced high school teachers volunteered as subjects. Subjects were divided into high-fit (HF) and low-fit (LF) categories by comparison with norms for their age and sex in sit-ups, sit-and-reach, percent body fat, and maximal aerobic power. Teacher/student classroom interaction was evaluated by coding audiotapes with the verbal portion of Cheffers’ Adaptation of Flanders’ Interaction Analysis System (CAFIAS). It was revealed that HF teachers spent less time asking questions and more time giving directions than LF teachers. Teachers initiated talk more in the morning, especially on Monday, and students talked more in the afternoon, especially on Friday. Students initiated more talk in the afternoon and were more unpredictable and noncontent oriented in both their initiated and responding behavior in the afternoon. There were no significant interactions between fitness level, day, and time. The current evidence does not support the hypothesis that physically fit teachers are clearly distinguishable from unfit teachers in terms of teacher/student interaction.

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Duane Knudson and Karen Meaney

accepting less perceived control over classroom interaction ( Michael, 2007 ; Patrick, Howell, & Wischusen, 2016 ). This paper presents an initiative by the leaders of the Department of Health and Human Performance (HHP) at Texas State University to minimize barriers to implementation of active

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Michelle E. Jordan, Kent Lorenz, Michalis Stylianou and Pamela Hodges Kulinna

). Examining student social capital in a comprehensive school-based health intervention . Journal of Classroom Interaction, 51 ( 2 ), 36 – 49 . Keating , X.D. , Harrison , L. , Chen , L. , Xiang , P. , Lambdin , D. , Dauenhauer , B. , … Pinero , J.C. ( 2009 ). An analysis of research on

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Melinda A. Solmon

Research and Development, 33 , 106 – 117 . Cothran , D.J. , & Ennis , C.D. ( 2001 ). “Nobody said nothing about learning stuff”: Students, teachers, and curricular change . Journal of Classroom Interaction, 36 , 1 – 5 . Donnelly , J.E. , & Lambourne , K. ( 2011 ). Classroom

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Burhan Parsak and Leyla Saraç

three elementary teachers . Journal of Classroom Interaction, 43, 34 – 47 . Goldberger , M. , Ashworth , S. , & Byra , M. ( 2012 ). Spectrum of teaching styles retrospective . Quest, 64, 268 – 282 . doi:10.1080/00336297.2012.706883 10.1080/00336297.2012.706883 Gülüm , V. , & Bilir

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Haichun Sun and Tan Zhang

, teachers, and curricular change . Journal of Classroom Interaction, 36 , 1 – 5 . Curtner-Smith , M.D. , Baxter , D.S. , & May , L.K. ( 2018 ). The legacy and influence of Catherine Ennis’s value orientations research . Kinesiology Review, 7 ( 3 ). doi:10.1123/kr.2018-0027 10.1123/kr.2018

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Erin Morris, Ryan Vooris and Tara Q. Mahoney

derived from previous research on the experiences of female students, including classroom interactions, how they are treated by their peers, barriers to success in sport management, and tools that help them succeed in sport management (see Table  1 ). Table 1 Focus-Group Questions Topic 1: Classroom