Background/Context: Since the 1970s, researchers have attempted to link observational measures of instructional process to student achievement (and occasionally to other outcomes of schooling). This paper reviews extensively both historical and contemporary research to identify what is known about effective teaching. Purpose/Objective: Good, after…

Teacher attitudes in the classroom can affect a child's level of accomplishment. (CK)

Teacher behavior toward two different groups of target students was altered by presenting teachers with information about their previous interaction with the target children. Changes in specified teacher behavior toward target children were accompanied by many additional changes in unspecified teacher behavior toward both target and nontarget…

The types of teacher expectation effects found in the classroom are discussed, with emphasis on research involving teachers' expectations for and interactions with students believed to be of high or low potential. A model for use in understanding the dynamics of expectation communication to students is presented. (Author/MT)

The paper explicates the rationale underlying the coding system, describes the classroom interaction variables subsumed within it, and discusses the special research and consultative advantages offered by this system. (Author)

Differential teacher behavior toward different students was studied in relation to the attitudes teachers held toward those students. (Authors)

A study was conducted to examine the relative accuracy of elementary and secondary teachers in judging student capability. Fourteen eighth-grade teachers and 16 fifth-grade teachers were asked to rate special study children five times during the year on a behavior rating scale focusing on identification of under- and overachievement. From the…

Low income classrooms demand that teachers supervise and monitor students' seatwork actively and control private interactions with students. Praise and a relaxed climate are more important in low than high income settings. (JD)

Discusses several research studies which show that what teachers expect of their pupils is usually what they get from them. (JOW)

It appears that successful teaching is based upon a large number of variables that must be present to at least a minimum degree, rather than one or two critical factors. (MM)

The article presents some arguments for using behavior classification systems, defines the categories and behaviors relevant to vocational education learning situations, gives detailed instructions of coding procedures, and describes rating scales. (Author/BP)

Data on teacher expectation research have revealed that some teachers treat high- and low-achieving students differently and that teachers' expectations appear to be associated with student achievement. (Author)

In this series of studies, successful teaching practices in mathematics were identified through naturalistic study and an in-service program and model mathematics lesson developed. The in-service training, tested with 40 volunteer teachers in an urban school district, was effective in increasing student mathematics achievement. (SJL)