In this paper on research into teacher behavior, the author considers first the current status of such research and the fact that the problem is so complex that no one knows or agrees what a competent teacher is. The difficulties of identifying and measuring teacher behaviors are discussed. The four broad areas of measurement (observation, student…

This collection of essays concerning recent research on pupil achievement focuses on the role of teachers. The papers served as the basis of discussions during a day-long conference in February, 1970, at the Office of Education. Topics included models of school effectiveness, teacher quality, teacher attitudes, and policy implications. While the…

The premises of this article are that the teacher should be the prime developer of curriculum and that total staff involvement in curriculum development must be a reality if instructional improvement in reading is to be effected. With this in mind, eight musts for teachers are set forth and expounded upon. (1) The teacher must set the scope of the…

Interaction analysis, based on the Flanders system but containing the additional category of maladjusted behavior, was applied to three videotaped classroom situations involving socially maladjusted children. The first two were made in January; the teacher was involved in a T-group experience in February; the third videotape was made in May with…

The four classes of learning experience found in an instructional system are defined as 1) orienting experiences, which provide a set of referents essential to meaningful study, and which may take the form of direct observation of children or teachers in classrooms, observation of filmed models, etc., and which may be used at any level; 2)…

In attempting to discover how a middle-class teacher copes with lower-class children in an urban school, the authors of this study (one an "outside" observer who sat at the side of the classroom, the other the teacher or "inside" observer) recorded the classroom actions and behavior of the teacher and his seventh grade pupils all day every day for…

To extend and modify university teacher education to meet the needs of noncertified special class teachers, to improve the classroom program and to provide the opportunity for certification, 26 teachers took part in a 2 year educational program. Formal course work was combined with internship activities in which actual classroom assistance was…

Minicourse 2, "Thought and Language: Skills for Teaching Kindergarten Children With Minimal Language Experience," was designed to help teachers to meet the needs of such pupils. The course is organized into five sequences in which a set of 14 teaching behaviors are described and demonstrated; specific skills pertain to five areas of language…

Funded under a Title 3, ESEA Grant, this project for the study and demonstration of methods and materials for teaching English was a cooperative effort between the Curriculum Center in English at Northwestern University and the Elk Grove Training and Development Center (Arlington Heights, Illinois). The major focus of the project was the…

Thirty classrooms (10 preschool, 10 kindergarten, and 10 first grade) in New York and Chicago were observed in this study of teacher and student verbal behavior. The study investigated the extent to which pupils imitate a rewarding teacher's verbal style when talking among themselves. From the 10 classes at each grade level, the six that showed…

This report describes Head Start classroom activity, contains data on the children from a testing program, and includes teacher ratings of pupils on a Classroom Adjustment Checklist. (Individual data is being preserved for follow-up studies.) Classroom observations were made in 13 of 27 Head Start classrooms, while testing activities and teacher…

At the University of Nebraska-Lincoln, the Instructional Staff Development Program, Component VI, Developing/Modifying Student Affective Behaviors focuses upon some affective behaviors that promote and are considered vital to the inquiry process. Through teachers trained in the development of affective behaviors, this program has achieved changes…

Four conceptual competencies were devised and deemed necessary for effective teaching. Then, a number of conclusions were drawn: a) with new competencies being stated, new forms of training must be established; b) training which occurs at the undergraduate level can be made more effective only if the statement of competencies is more realistic; c)…

Factor analyses of 1,359 Teacher Concerns Statements (TCS) indicate a single bipolar factor best describes preservice teachers' concerns, the poles being self-adequacy and teaching performance. Two concerns factors are required to describe inservice teachers' concerns: self-adequacy vs. pupil-benefit (bipolar), and teaching performance. Thus, the…

The objective of the project was to unify the efforts of the classroom teacher and the college faculty in observing and guiding the teacher trainee in classroom teaching practice. Two coding systems, one on teacher behavior and one on pupil behavior, were used to establish a common language for professional dialogue on description of and…