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Direct linkKim, Ockjean; Hupp, Susan C. – American Journal on Mental Retardation, 2007
We studied instructional interactions through semi-structured observation of 13 student- teacher dyads involving elementary students with cognitive disabilities. Special educators' use of directions and responses of differing modes and types was analyzed. Student task-engagement behaviors (i.e., active engage, disruptive, passive on-task,…
Descriptors: Special Education Teachers, Mental Retardation, Interaction, Student Teachers
Download full textHertz-Lazarowitz, Rachel; And Others – 1981
This study focused on social and cooperative behavior in traditional science classrooms. Students in 30 junior and senior high school science classes were observed in terms of the amount of time spent on task, or time spent concentrating on the lesson. The physical organization of the classroom, the instructional style of the teacher, and the…
Descriptors: Academic Achievement, Behavior Patterns, Class Organization, Cooperation
Peer reviewedBrigham, Frederick J.; And Others – Learning Disabilities Research and Practice, 1992
Sixteen students with learning disabilities in junior high special education classrooms were given instruction in science, with levels of teacher enthusiasm manipulated. Results suggest that more enthusiastic presentations resulted in significantly higher academic achievement and lower levels of off-task behavior. (Author/JDD)
Descriptors: Academic Achievement, Junior High Schools, Learning Disabilities, Performance Factors
Kim, Ockjean; Hupp, Susan C. – Education and Training in Developmental Disabilities, 2005
Interaction styles of special education teachers were investigated using semi-structured observation of 13 student-teacher pairs during one-on-one language arts instruction of elementary students with cognitive disabilities. Teacher use of directions and responses of differing communication modes and types were analyzed. Student task-engagement…
Descriptors: Interaction, Special Education Teachers, Developmental Disabilities, Teacher Student Relationship
Peer reviewedBeem, A. L.; Brugman, D. – Studies in Educational Evaluation, 1985
Lessons in values development were observed in classes of Dutch students, aged 10-15. A 22-item observation instrument was used to record the amount of classroom time spent on a particular category. Factors which affected students' behavior included nondirective versus directive teaching behavior and certain questioning techniques. (GDC)
Descriptors: Affective Behavior, Classroom Observation Techniques, Elementary Secondary Education, Factor Structure
Halasz, Ida M.; Behm, Karen S. – 1983
A study was conducted to determine how 11,400 minutes were spent by 186 students in 10 classes in three secondary vocational education program areas (agricultural education, marketing and distributive education, and trade and industrial education) in seven high schools and area vocational schools in four states. The study attempted to find out how…
Descriptors: Agricultural Education, Distributive Education, Marketing, Secondary Education
Ohanian, Susan – Learning, 1982
A teacher draws upon personal experiences to argue that successful classroom discipline is the product of teaching competence and style rather than the result of behaviorist classroom management techniques. Emphasis is on keeping children involved in learning activities. (PP)
Descriptors: Behavior Modification, Body Language, Classroom Environment, Classroom Techniques
Soar, Robert S.; Soar, Ruth M. – 1983
A review of research findings on context variables in the classroom and their effects on student achievement provided a framework upon which to base conclusions on the following factors pertaining to effective teaching: (1) teacher control of the classroom; (2) adjustment of teacher control of learning activities to student abilities; (3)…
Descriptors: Academic Ability, Academic Achievement, Beginning Teachers, Classroom Environment
Peck, Robert F.; And Others – 1982
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…
Descriptors: Academic Achievement, Classroom Techniques, Educational Environment, Elementary Education
Albright, Lucille; And Others – 1995
This Master's degree project developed a program for decreasing disruptive student behavior in order to increase the amount of on-task time in the classroom. Types and occurrences of disruptive behavior were documented over a 6-week period in two classrooms at each of two junior high schools (grades 6-8) in Illinois. Analysis of the data revealed…
Descriptors: Action Research, Active Learning, Adolescent Development, Behavior Problems
