In this study, the evaluation of pupil creativity was partitioned into affective and cognitive components while teacher behavior was divided into classroom practices and teacher attitude. Nine hundred and forty-five fifth grade pupils from a small city district were studied for one year. The teacher attitude measure did not relate to creative…

This study was conducted to show how a teacher's training affects his or her attitudes toward teaching. Twelve statements dealing with various aspects of education in relation to subject and student oriented instruction were distributed to 15 traditionally prepared teachers and 15 Teacher Corps prepared teachers. Each participant indicated in…

Three separate, sequential three-month studies were made to determine the effects of timed pupil feedback on teaching behavior. Audiotapes were made of the teaching behaviors of eighteen teachers before, during, and after the teachers introduced a feedback instrument to their pupils. The tapes were analyzed for changes in teacher behavior over the…

This document emphasizes the importance of inquiry into teaching behavior by supervisors in professional laboratories and suggests ways and means of conducting that inquiry. The document is divided into three areas: a) an examination of the current and predicted nature of professional laboratory experiences in the education of teachers, b) a…

The purpose of this study was to explore the possibility that the relationships between students' aptitudes and achievements differ from teacher to teacher. If this were so, it would suggest that teacher effectiveness can not be described adequately by measures of average class achievement. The report demonstrates the use of univariate and…

This investigation utilized a recent concept developed by researchers and theoreticians studying nonverbal behavior--the contextual framework. Instruments of demonstrated reliability were employed to record simultaneous verbal and nonverbal data within the selected contextual framework of student-initiated questions. Data was collected at the…

This research examined teacher behavior as a primary source of data collection and analysis for study of teacher failure. The results of two studies using the teacher-perceived problems procedure developed by Donald R. Cruickshank are reported. Study I surveyed 120 experienced elementary teachers enrolled in a master's program; Study II involved a…

Article provided a summary of three effective techniques for developing better classroom discipline. (Author/RK)

The Marcus School staff feels that the best approach to discipline is a preventive one--the provision of a variety of educational and environmental alternatives that will interest, challenge, and motivate the pupil. (Author)

Examples of teacher behavior in various classrooms were filmed and edited to illustrate six specific types of behaviors: approving, disapproving, probing, informing, reproductive questioning, and productive questioning. (Author)

Significant reduction of seizures in an 11-year-old girl was achieved through a contingency management program implemented by her classroom teacher. The program was designed to shift the focus from her actual seizures to her seizure-free time periods. Seizures diminished over the total treatment period. (Author)

The study hypothesized that no differences in ratings on selected teaching performance criteria exist among three groups of student teachers based on cumulative grade point averages. The supervising teachers assigned the performance ratings. Significant differences among the groups were found on three of the nine performance criteria under…

Observational data and survey information were collected on student behavior problems and discipline policies in a large suburban high school. Analysis of the data indicated that many of the concerns of teachers and administrators centered more around adult behavior than student behavior. (Author)

Like the successful psychotherapist, the successful composition teacher is one who communicates empathy, unconditional positive regard, and self-congruence. (DD)

This study of teacher behavior in four classrooms reveals that, in the dimension of management, teachers looked rather alike. Where differences did exist, they seemed to be determined by the individual personality and philosophy of the teacher rather than by institutional contraints, which dictated the management core. (Author/MC)