A gap exists in the information needed to make intervention decisions with preschool children who are unresponsive to instructional intervention. "Multi-Tiered System of Supports/Response to Intervention" (MTSS/RTI) progress monitoring is helpful in indicating when an intervention change is needed but provides little information on what…

In addressing positive general education teaching practices for use with students with or at risk for emotional and behavioral disorders (EBD), the chapter emphasizes teacher behavior change research that has been informed by applied behavior analytic (ABA) principles. Its central theme is that general education teachers can access research…

According to Ajzen's Theory of Planned Behavior (TPB), behavioral intention (BI) is predicted by attitude toward the behavior (AB), subjective norm (SN), and perceived behavioral control (PBC). Previous studies using the TPB to explain teachers' intentions to use technology have resulted in inconsistent findings. This inconsistency might be due to…

The relationships between elementary education teachers and their students with disabilities, and the effect that these relationships may have on teachers' decisions about retention, were examined. Current research emphasizes desired student outcomes associated with positive relationships, while the present study addresses the effects these…

A detailed account of Flanders System of Interaction Analysis as an instrument for collecting teacher behavior data. (JA)

Several methodological shortcomings in the basic approach to analyses of teacher behavior are mentioned, and the possibility and potential of utilizing Transactional Analysis as a methodological paradigm is discussed. (Editor)

Describes a system for constructing an index of student and teacher classroom behaviors which may enable an eventual identification of the true relationships between teaching styles and strategies and learning styles and strategies. (AN)

The study reported in this paper developed a categorization of teacher physical motion in relation to verbal actions and analyzed two random samples of such motion as a basis for posing ten hypotheses concerning teacher nonverbal behavior. (MJB)

Only when one can describe teaching behavior in concrete terms, and can prove objectively whether a given type of behavior did or did not occur, can he hope to modify teaching methods with any efficiency. (Author)

The findings to date of a three year study conducted by the American Council on Education imply that some institutions attract, recruit, retain, and encourage faculty who are themselves activists or who approve of activism. Other possible causes of campus unrest are also being investigated. (Author/DB)

This study is concerned with the effects of teacher contingencies on academic behaviors of normal children at cognitively oriented centers in an open education classroom. Results indicate teacher attention greatly affects preferences for academic and nonacademic centers by kindergarten children. (Author)