This study examined relations between child-reported teacher emotional support, teaching practices, and children's task-persistent learning behaviour. The study was carried out in Estonia, where a students' first teacher advances with his/her students and teaches all primary subjects in the first 3 years of schooling. In total, 660 sixth-grade…

This study attempts to explore the effective behaviors of teachers of English as a foreign language (EFL) as perceived by undergraduate students in Indonesia. For this purpose, a questionnaire was administered to 270 Indonesian undergraduate students. The questionnaire addressed seven dimensions of EFL teachers' behavior, which are the following:…

The overall purpose of this project was threefold: (1) to gather task descriptive data concerning engagement rates of students across grade levels, abilities, classrooms, contextual factors, subject areas and task structures; (2) to link various teacher behaviors with student engagement rates, focusing on correlational results between a number of…

The relationship between teachers' use of class time and student achievement, behavior, and attitudes was examined in a study of 102 English and mathematics classes in 11 junior high schools. Time use had a measurable effect on student achievement and attitudes in mathematics classes, but not in English classes. (Authors/PP)

Teachers in this high school "shadowed" selected students to see the school through students' eyes. The teachers noted both strengths and weaknesses. The latter included class interruptions, low expectations of low achievers, and inadequate learning time. (JM)

This final report summarizes the purpose, procedures, and results of a study, initiated in 1980, which investigated the interrelationships among motivational variables related to 423 fourth through sixth grade students' sense of efficacy in the classroom, or classroom motivation. Sense of efficacy was initially defined as a student's perception of…

The Teaching-Learning Interaction Study tested the separate and interactive effects of teacher and student entry characteristics on their subsequent classroom behavior, and the effect of that behavior on students' regressed gain, over a school year, in achievement, attitudes toward school, self-esteem, and coping skills. Fifty-three tri-ethnic…