Teacher power is a crucial component in understanding power dynamics in classroom discourse. Using Schrodt et al.'s typology of power bases as a lens, this qualitative case study discovered that teacher participants used hybrid forms of power when interacting with their college students in one block-section class in the Philippines. Moreover, the…

This paper reviews some of the approaches and challenges to defining and assessing classroom-related dispositions in preservice teachers. 148 preservice teachers enrolled in a teacher preparation program were asked to complete an online survey relating to specific classroom-related dispositions that should be assessed, and at what point in the…

Currently, much debate exists nationally regarding how to define and measure teacher effectiveness. Educators and researchers agree that adaptability is an important aspect of teacher effectiveness. Teachers must adapt their instruction to navigate the complexity of classroom instruction. However, little research has specifically examined teacher…

This study focused on the differentiation practices of second- and third-grade teachers in mathematics and reading comprehension lessons. Preconditions for differentiation, classroom organization, and how teachers dealt with students of different ability levels were investigated through observations, using a time-sampling instrument. Data of 43…

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…

Results are presented of a meta-analysis of a review of studies on the effects on academic achievement associated with matching students and teachers on field dependent-independent cognitive styles. A slightly higher level of achievement by students was noted when cognitive styles were matched. (JD)

Interviewed elementary school teachers of culturally diverse students to explore the relationship between life experience and pedagogy. Teachers' pivotal life experiences focused on teacher and student relationships. Teachers had fashioned their teaching styles and practices after their own backgrounds and had discovered the duality of personal…

This study investigated the influence of teacher characteristics, attitude, and knowledge on their classroom behaviors. Data were collected on 30 secondary teachers while all were instructing a physical activity. Results indicated that teacher attitudes, combined with selected characteristics, were significantly associated with teacher behavior.…

Hearing impaired students who are mainstreamed often encounter problems in dealing with the usual flow of classroom communication. To examine the effect of action zone phenomenon, six mainstreamed classes were observed and coded for location of student-teacher interactions. Results and discussion are presented. (Author/DF)

The complexities of defining successful schooling, along with other elusive factors such as teaching styles, pose problems for teacher evaluation. Teaching requires more than the ability to perform skills according to a preset formula; it involves making decisions which combine judgment with performance of skills. (PP)

Classroom research linking teaching behavior and classroom management to student learning, especially in the area of basic skills, is reviewed. (JMF)

The training of teachers in the use of six "classroom management schedules" designed to match the behavioral characteristics of various types of students is described. Treatment schedules are detailed, and results of their application by classroom teachers in eight case studies are discussed. (JMF)

Examination of college teacher lecture styles, using the Batchelder-Keane variation of the Flanders Interaction Analysis System, found significant differences in lecture characteristics of college teachers, primarily among the subject fields of science, social sciences, and humanities. (MJB)

Training techniques used by five trainers conducting a workshop on changing teaching behaviors were studied to discover methods for examining trainer behaviors. Four observation methods were used. Results are discussed. (Author/DF)

Classroom verbal behaviors of 33 elementary student teachers were correlated with second, third, and fourth grade pupils' evaluations of teaching performance. Results revealed that teachers who were more indirect in classroom interaction received significantly higher ratings from pupils on classroom procedures and interpersonnal skills. (JD)