This study was intended to obtain baseline data in the areas of verbal and cognitive behavior patterns of selected secondary social studies teachers. Hypotheses for study were that there will be no significant difference between: 1) observed verbal teaching behaviors of the highest and lowest ranked teachers; 2) the observed cognitive behavior of…

The purpose of this study was to state several desired teacher behaviors relative to the development of cognitive skills in young children and to determine the extent to which those behaviors could be achieved. The study involved 16 students in a graduate course, all of whom were currently or had been teachers. Each graduate student recorded a…

The development of a systematic method for observing and describing significant aspects of teacher-pupil behavior in an experimental preschool educational program is described. The intent of the observation and description was: (1) to determine the extent to which theoretical principles and stated educational objectives were being implemented in…

Teachers were designated as more and less effective according to their ability to teach specially constructed reading and mathematics curriculum units over two weeks. They were then studied to determine if their perceptions of classroom interaction and interactive decision making were different. They were also studied to determine whether they…

This study reports on differences in children's interactional behaviors in traditional and nontraditional classrooms. The Differentiated Child Behavior Observational System which provides for systematic recording of group behavior in ongoing classroom activities, was applied in two days of observation in each of 17 classrooms (grades 1 to 3, ages…