The Teacher-Pupil Interaction Scale was developed for use by educational consultants to provide teachers with systematic data for analyzing and improving the learning of pupils. Using the sequential record of verbal and nonverbal interactions with students, teachers can pinpoint conditions serving both as antecedents and consequents of current…

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…

The hypothesis that teachers are unaware of the pattern of their interactions with students was tested by observing dyadic interactions between teachers and students and having teachers estimate their interactions. Results indicated a general lack of awareness on the part of teachers of the frequency and types of their interactions. (Author)

To ascertain effects of supervised counselor experience on measures of dominance, graduate students (N=32) were given the dominance and self-acceptance scales of the California Psychological Inventory and the California Fascism Scale. Results implied a supervised counseling practicum effected more of an increase in participants' feelings of…

Describes a training program designed to assist teachers in developing more effective one-to-one relationships with students. Evaluation of the training program tends to raise more questions than it answers. (EJT)

Examines effect of facilitative communication training on quality of teacher response to various student problems and to accompanying emotional states of anger, joy, or depression. Results indicated significant differences between trained and untrained groups. (Author)

The purpose of this study was to ascertain the relationship between rated attractiveness and two measures of school performance. Attractive children received significantly higher report cards and, to some degree, higher achievement test scores than their unattractive peers. (Author)

Social interactions between preschool behaviorally handicapped children were measured under three experimental conditions during free-play: (a) active teacher involvement; (b) no teacher involvement; and (c) teacher structured free-play. The results are discussed in terms of their implications for ameliorating social interaction deficits among…

Among the variables examined were vocalizing to a child, vocalizing to a teacher, teaching child with approval, physically restraining child, and moving. Among findings were that group size was not significant for children's behavior but was significant for teachers' behavior. (SBH)

Pre-service teachers (N=113) responded to a semantic differential to assess attitudes toward five concepts. Significant differences were found in the responses to the five concepts, with students being negative in their attitudes toward perceptions by professors. Implications for student/teacher relations were explored. (Author)

Locus of control and classroom behavior data were gathered from 223 randomly selected junior/senior high school students. Results showed moderate positive correlation between internality and both considerate and task-oriented behavior. The strongest relationship observed was between perceptions about the teacher's control over negative outcomes…

After a short introductory discussion, the results are presented from a series of mapping studies in which headmasters, supervisory teachers, student teachers and different teacher and student groups have expressed their views on co-influence in the school--how they experience the situation today and how they would like the influence to be divided…

This study was concerned with the classroom adjustment of the nursery school child and the role of the teacher as a facilitator of change in adjustment. The first objective was to increase the value of the teacher's social responses of attention and approval in children who seemed to value these responses least, and the second objective was to…

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.…

Over a period of three years, the National Consortium for Humanizing Education worked with teachers and students in two states to test hypotheses drawn from a model in which student outcomes (including good mental health) were seen as the results of a learning process occurring between individuals rather than as the product of an institutionalized…