Process-product research in which the investigator observes in teachers' classrooms and tries to relate process measures of teaching behavior to product measures of student outcome has face validity appeal and common sense logic. This research approach appears to be the simplest and most direct way to identify teaching behaviors which discriminate…

High-inference measures of teacher process variables were taken on a sample of 31 teachers selected because of their consistency in producing student learning gains on the Metropolitan Achievement Test and were correlated with student outcome measures. Correlations showing the strength of relationships with success in producing student gains are…

This report discusses the linear-process relationships in a 2-year replicated study relating observed teacher behavior to measured learning gains. Correlations relate high and low inference measures of teacher behavior to measures of student learning gain on five achievement tests. The sample involved second and third grade teachers, selected…

Self reports of classroom behavior given by second- and third-qrade teachers in questionnaires are compared to process measures of the same behaviors collected by classroom observers visiting in these teachers' classrooms. The comparisons reveal a generalized pattern of poor accuracy on the part of the teachers, although there were some exceptions…

Observation of two third-grade teachers during the opening days of school revealed different approaches to organizing their classes and instructing pupils on correct classroom behavior. The results of observation are given in narrative form and analyzed. Five principles that characterized the most effective teacher are presented: (1) The teacher…

Differences in management and organizational skills of effective and less effective classroom managers are presented. Findings are drawn from extensive observations of 28 third-grade teachers who were observed from the beginning of the school year. Findings suggest that teachers who are successful managers arrange to prevent problems from…

Examines observation as a process of systematic, intentional action, exploring strategies for observing within the classroom. Implications for the practice of educational evaluation, particularly teacher performance evaluation, are noted. Observation as a process of systematic, intentional action becomes embedded within a larger agenda aimed at…

This report describes two different applications of the Classroom Activity Record (CAR), an observational approach to capturing contextual features of classrooms. Subject matter content, instructional format, quantity and quality of teacher-student interaction, sequence of routines and events, and student attention and engagement among other…

This is the second in a series of four reports describing a study of 1,614 junior high school mathematics and English students and 69 of their teachers that was undertaken to discover the effects of different teaching behaviors on cognitive and affective student outcomes. This booklet deals with instruments used to collect data and includes…

Important classroom management tasks occur during the first several weeks of the year, when the teacher establishes expectations about behavior and teaches the students the classroom procedures. (Author)

The crucial importance of beginning-of-the-year activities in establishing good behavior patterns in the elementary classroom is asserted. Observations were made of two groups of teachers who were very different in management effectiveness throughout a school year. A number differences between the two groups' first- day and beginning-of-the-year…

Two groups of junior high teachers were identified as being more or less effective in their classroom management practices. Observational data collected from these teachers in the first three weeks of the year indicate that the beginning of the year is a crucial time for establishing effective classroom management. (Author/BW)

This final report presents a set of linked investigations of the effects of training teachers in effective classroom management practices in a series of school-based workshops. A previous study led to the development of descriptive models of effective management and instruction. These "models-in-use" provided interpretations of how what teachers…

A description is given of the Classroom Organization and Management Program, designed to help teachers in grades 1-9 and staff developers improve their overall instructional and behavioral management skills through planning, implementing, and maintaining effective classroom practices. It also seeks to improve student task engagement and reduction…

The behavior of junior high school students and teachers in English and mathematics classes was observed from November through April in an attempt to identify the relationship between teacher and student behavior, compare behaviors in the two different classes, and note changes in behavior over this period. Some fluctuation was observed in task…