Two teacher behavior patterns differing in the degree of directiveness utilized by the teacher were investigated. The results show that teacher behavior does effect student behavior in elementary science classes where hands on activities are employed and presents evidence that materials, activities, and curricula cannot be made teacher-proof. (BT)

Studies the effects of student-structured (SSLS) and teacher-structured (TSLS) teaching strategies. SSLS students consistently exhibited lower frequencies of teacher dependency behaviors than TSLS students. Need affiliation results varied with the grade level of students. (MA)

Investigates the influence of treatment and the interactions between treatments and selected pupil characteristic variables, with respect to pupil achievement and preference for treatment, and examines treatment-teacher interactions. Among the findings, this study suggests that students prefer to operate in less structured modes for the medium or…

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)

Employed an interpretive methodology to examine interrelations between teacher and student actions in a context of teaching and learning in a grade-11 chemistry class. Teacher and student goals, beliefs about teacher and learner roles, and constructions of the context were coherent to such an extent that there was little impetus for change. (24…