Student perceptions of the behavior of physics teachers in relation to selected variables in the classroom setting were investigated. High correlations between student perceptions of teacher behavior and affective outcomes are reported. (CW)

Investigated implications of cognitive development of preservice teachers (N=91) as it related to their classroom teaching performance. Results obtained support a general portrait of teaching behavior specifically related to teachers of differing cognitive functional levels. Implications for professional training programs are discussed. (Author/JN)

Investigated factors which influenced teachers' (N=5) behaviors during the implementation of an audio-tutorial freshman college biology course in a high school setting and developed a structural model showing the interrelationships of these factors. (JN)

Reports on a study in which 61 science supervisors were asked to identify their most effective and least effective teachers. Differences were found regarding gender, quantity of National Science Foundation workshop experiences, and certain elected in-service experiences. (TW)

Investigated were the seating patterns of target students in science classrooms to see whether there was an action zone or T zone present. Questioning level, understanding level of students, and pacing of instruction by teachers are discussed in terms of target students. (KR)

Reports on a study designed to assess the kinds of learning opportunities students had as they dealt with science content and the problems teachers faced in managing different kinds of assignments. Management strategies associated with these assignments are described and the effects of these strategies are considered. (Author/TW)