This article reports the findings of two meta-analyses that explored the relationship between teacher clarity and student learning. Combined, the results suggest that teacher clarity has a larger effect for student affective learning than for cognitive learning. However, neither the effects for cognitive learning nor affective learning were…

Student satisfaction at university is receiving increasing attention. While academic discipline has been associated with student satisfaction in many studies, we found no previous reviews of student satisfaction within psychology, a discipline with among the largest undergraduate enrolments. In this paper, we review the student satisfaction…

To develop a teaching style, educators must become knowledgeable in certain areas of teaching and in their expert field in order to understand how to transfer learning. Being an expert in one field does not necessarily mean that one knows how to transfer the learning to students. Educators develop their own teaching styles by understanding their…

Student evaluations of instruction have long been used to evaluate the teaching performance of instructors. However, despite the widespread use of data from student evaluations for the purpose of determining faculty teaching effectiveness, a review of the literature in the area indicates that issues concerning the validity and usefulness of such…

Eleven studies of the accuracy of teachers' reports of their classroom behavior are summarized. Teacher reports of specific behaviors were not very accurate, but grouping answers into dimensions resulted in greater correspondence between teacher reports and observations. Self-reports used to classify teachers on a continuum appeared trustworthy.…

Sixty-four teachers and student teachers from rural and urban schools were given the Minnesota Teacher Attitude Inventory (MTAI) and the Classroom Environment Scale (CES) to investigate the relationship between teaching style and classroom learning atmosphere. Results indicated teachers create classroom sociopsychological climates consonant with…

Eight major classroom observation studies correlating process variables (teaching techniques), and context variables (characteristics of school, curriculum, and student), with teaching effectiveness, (particularly achievement gains) were reviewed. This need to match process variables with context variables, rather than search for a universal…