time points was tabulated. One teacher sample from each of the arithmetic and social studies samples was not tabulated because the data did not exceed the 150minute criterion time point. There were ten teacher behavior samples which were included in this summarization of the data. For each behavior sample, seven measures have been reported. Thus, at each criterion time point a total of 10 by 7 or 70 measures was considered.After twenty minutes of behavior had been sampled, 26 of the 70 samples were within the five per cent range and only 4 of the 70 samples were within the two per cent range. By either criterion, much question could be raised about the adequacy of sampling at the end of a twenty-minute period. Approximately two-thirds of the samples (45) were within the five per cent range at the end of 60 minutes.The five per cent range included most of the 70 scores by the 150 minute time criterion point. Slightly over three-fourths of the scores were within the two per cent range at the 150-minute criterion time point. CONCLUSIONS AND IMPLICATIONSThe findings of this study indicate that neither twenty minutes nor an hour is a long enough time period to adequately sample a teacher's verbal communication behavior when specified levels of variation are accepted. It would seem, therefore that the researcher or instructional supervisor should consider the purpose for which the results are to be used when sampling communication behavior. The length of sample time does depend upon the amount of variation which is acceptable. REFERENCES FLANDERS, N. A. Teacher in$uence, pupil attitudes, and achievement. Washington: U. S. Office of JERSILD, A. T., & MEIGS, MARGARET F. Direct observation as a research method. Review of E d w MOFFITT, J. C.
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