The present study evaluates the effectiveness of diverse ways of teaching an interpersonal inquiry technique. When subjects were exposed to delayed feedback plus perceptual cues, they learned at a significantly higher level than when receiving immediate feedback. (Author)

One of the major studies conducted by the Consortium involved examining the inter-relationships of various aspects of teacher and student classroom functioning to determine what happens to a particular class of teacher or student behavior as the quantity and/or quality of other aspects of classroom interaction change. This examination occurred in…

Relationships among peer social interaction rate, classroom activity, and teaching style were investigated to determine whether teaching style could be defined in terms of differential student interaction rates across various classroom activities. Peer interaction rates were determined in three primary level classrooms representing various…

Includes brief descriptions of Carter's research projects. (RT)

A recent program at the University of Minnesota was studied in which undergraduate students taught 12 courses. Evaluation results indicate the program was successful both in terms of student satisfaction with the course, and undergraduate teacher satisfaction with having undergone the experience. (Author)

This study is divided into two parts: (1) a review of the theories of group development, particularly as they relate to a classroom setting; and (2) a discussion of the research program which grew out of the theoretical positions. Two to six teachers in each of five junior high schools were involved in using group interaction as a teaching method.…

Effects were studied of 12 teacher and 11 student characteristics (including SES and ethnicity) on 7 student outcomes--cognitive, affective and coping skills. Fifty-three sixth grade teachers and 1,190 Black, Chicano and Anglo students participated. A series of covariance and regression analyses showed significant curvilinear and interaction…

Research indicates that boys perform better on mathematics tests while girls perform better on reading tests. An investigation of why boys' and girls' performance differs was made by coding teacher interactions with second grade students during reading and mathematics instruction. Results reveal that teachers: made relatively more academic contact…

Discovery of which learner characteristics or aptitudes interact with different methods of instruction is the objective of this research study. A model is used to match the cognitive, motivational, value, and sensory orientations of the student with forms of presentation considered compatible with characteristics of the learner. Description of the…