Macroanalysis is the process of analyzing interactive dialogue into units of three or more tallies. It represents another level of analysis for interactive data which should lead to new directions for research in this area. (Author)

This study investigates the relationship between teacher verbal maze rate and student learning and the threshhold levels of maze rate on the perceived quality of teaching. The direct and mediated effects of maze rate on achievement are examined. A randomized group design with ten levels of the independent variable teacher maze rate was used. There…

A four-year study was conducted to test the hypothesis that indirect teacher behaviors foster pupil creativity more than do direct teacher behaviors. Multivariate composite scores derived from interaction analysis data were used to classify 180 elementary school students (who had the same teacher for grades 1 through 3, and a different teacher in…

Twenty-six elementary teacher competencies are listed in this catalog. For each competency, indicators of proficiency are listed in terms of the teacher's behavior, learner activities, and products of the learner. The competencies are divided into six general categories: (a) diagnosis and prescription; (b) instructional planning and evaluation;…

This bulletin contains selected lists of teacher performance specifications regarded as generally applicable to teacher education curriculum for undergraduates. ("Performance specifications" are statements which describe particular competencies or competency requirements that a teacher should possess in order to operate at optimum…

The concept of performance-based teacher certification asks that criteria for certification (whether knowledge and/or behavior and/or the product of behavior) be made explicit and that students of teaching be held accountable in relation to these criteria. Central to the question of performance-based criteria is the issue of whether performance…

This teacher evaluation checklist with accompanying manual was designed for use in Hartford, Connecticut, public schools to provide a means of teacher self-evaluation and to provide principals and other designated administrators criteria for objective observations and comment on the quality of teaching activity. (The "Instrument for the…

It was hypothesized that when no standard of "good teaching" is set for the self-evaluation of teaching performance, behavior changes and patterns of information selection would be determined by the teacher's satisfaction with his performance (the smaller the satisfaction, the fewer self-evaluating changes take place and the less teaching-related…

To examine the relationship between a teacher's critical thinking ability and his classroom verbal behavior and perception of teaching purposes, 39 teachers first completed the Watson-Glaser Critical Thinking Appraisal. The 10 highest and 10 lowest scorers were then observed and videotaped in their classrooms during three one-half hour periods,…

A study was conducted to determine whether personality variables are correlated with specific teaching behaviors as measured before and after a minicourse ("Effective Questioning in a Classroom Discussion," a self-contained package of instructional materials in which teaching skills, which the teacher practices by microteaching, are…

This paper presents a theoretical account of an 18-month case study of seven teachers concerned with curriculum development. A conception of the eclectic and problematic habits of mind required by intelligent teacher deliberation and choice is presented. The generation of useful information for teachers is given as a goal for this study.…

This newsletter briefly describes the philosophy and work of project KULT-A, the evaluation of teacher service in Sweden; the latter is a follow-up to project KUL-A, evaluation of teacher training. The project's approach is reported as an effort to find which factors will in a specific context cause a teacher to feel more satisfied with his work.…

Recent events in behavior modification stimulated application of communication theory to teacher behavior and classroom management. For the purposes of this present investigation, it was assumed that criteria of effective communication are highly dependent on the phenomena of redundancy and consistency, which are both of major importance in any…