Teachers' and preservice teachers' attitudes toward students are mental states that may contribute to teachers' judgments and students' achievement. However, in the past, educational research has mainly focused on explicit attitudes and has hardly considered the pivotal role of implicit attitudes in predicting behavior. Drawing…

Classrooms are complex social systems in which teachers and students interact in a variety of ways across contexts. Of issue is both the nature and frequency of teachers' use of what typically are considered effective instructional practice and the typical manner in which students respond to different teacher behaviors. This study expands upon…

This study examined the relationship between observed classroom behavior (teacher-pupil interactions) and reading achievement. An elementary school reading teacher and six students with different coping styles were observed six times in each of 41 classrooms during the school year. Pretest and posttest reading scores, a measure for socioeconomic…

Factors that may influence teacher academic expectations include socioeconomic level, sex, level of academic and intellectual functioning, background information, and test results. In a study conducted by Rosenthal and Jacobson (1968) on teacher expectations and pupils' intellectual development, it was found that, when teachers expected certain…

The document reports the second phase in a project to determine the relevant and important characteristics of effective teachers and deals with the identification of predictor constructs in the evaluation of vocational teachers. The objectives involved: (1) obtaining predictor constructs in the areas of biographic-demographic information about the…