Introductory college biology students (N=101) reported frequencies of 20 overt, in-class teaching behaviors and rated the instructor on 12 measures of teaching effectiveness. Moderately strong relationships were found between student perceptions of "information-transmitting" behaviors and achievement, while generally stronger…

Classroom observation and parent interviews in 18 elementary school districts in suburban Chicago (Illinois) tested an economic model of the impact of differing administrator, parent, teacher, and student perceptions of costs on teachers' allocation of resources in the classroom. Research results and administrative implications are presented.…

Observation, in-depth structured and unstructured interviews, and open-ended questionnaires were used to determine what being a teacher means to 35 public school teachers. Results focus on teachers' skills and development related to instructional mastery, classroom control, and social relations with students. (JN)

Recounts the year-long interaction between teachers and teacher consultants during efforts to evaluate student writing, to survey teacher practices, and to survey student attitudes toward writing. (RL)

Concludes that teachers today are somewhat more authoritarian in their beliefs than were their counterparts of 25 years ago. (FL)

Regular classroom teachers are learning about P.L. 94-142 and about special education through inservice programs. Results of the programs indicate that teachers are more aware of and patient with special education students. In order to be maximally effective, inservice programs need to be long-term and issue-oriented, and should consider teacher…

A study analyzed an elementary school physical educator's interactions with students, using the Academic Learning Time-Physical Education instrument. Data were collected to show differences in learning opportunities: (1) for girls and boys; (2) for high, medium, and low ability students; and (3) in different instructional units. (Author/PP)

Examined specifically how teacher behaviors influence the effectiveness of a social development program entitled Project AWARE. For intermediate and primary grades, those teachers who received the highest skill ratings also tended to report positive changes in their students' behavior. (Author)

In 1965, 126 new teachers were studied for psychological, biographical, and educational variables. In 1967, 1972, and 1977, they were surveyed on their satisfaction with teaching and rated for teaching ability. Overall trends and the ability of the 1965 data to predict 1977 teaching success and satisfaction are considered. (SJL)

Presented are some suggestions and information designed to increase the biology teacher's awareness of the potential for participation in discussion by each individual pupil in his/her class. (PB)

Hypothesized that college students' learning from a videotaped lecture will be enhanced by the instructors' nonverbal expressiveness. Results support a positive effect for affective learning and suggest that nonverbal expressiveness directly influences attitudes toward the lecturer and the videotaped message. (PD)

Case study confirms that a teacher's classroom communication behavior is affected by concerns about communication. Identified three types of teacher concerns about communication--self, task, impact--and then established a relationship between these concerns and patterns of behavior. (PD)

The path coefficients in an explanatory model of teaching and learning were corrected for error of measurement using generalizability theory. The disattenuation procedure effectively clarified and increased the interpretability of results. (Author/CTM)

Because the first days of school are considered crucial to the establishment of a well-run classroom, this study observed 28 third-grade classes during the beginning of a term, identifying successful teacher behaviors in making introductions, presenting rules and procedures, monitoring the classroom, and analyzing and regulating student behavior.…

Studied two factors hypothesized to be related to sex differences in participation in mathematics courses -- teachers' evaluative feedback and students' success expectations. No sex differences were found in patterns of teachers' evaluative feedback or students' success expectations on familiar mathematics tasks; however, girls had lower success…