College teaching effectiveness, as perceived by students, can be predicted from specific, observable classroom behaviors of the instructor and can be improved through feedback and training procedures designed to modify these behaviors. (Author/MSE)

Research that provides a detailed analysis of college instructor expressiveness indicates that it influences student achievement and perceptions of teacher control in the classroom, but not for all students or in all classrooms. This body of research can contribute to development of models for classroom instruction. (MSE)