This monograph focuses on classroom-level monitoring of student learning progress and what research says about the relationship between such monitoring and the student outcomes of achievement, attitudes, and social behavior. Findings of research studies on the topic are synthesized and 42 key references are cited and annotated. (JD)

This paper, prepared as a chapter for the "Handbook of Research on Teaching" (third edition), reviews correlational and experimental research linking teacher behavior to student achievement. It focuses on research done in K-12 classrooms during 1973-83, highlighting several large-scale, programmatic efforts. Attention is drawn to design, sampling,…