Data from four studies utilizing Flander's classroom verbal interaction analysis were reexamined to determine the stability and sensitivity of ten derived parameters that can be used to distinguish between lessons that have different amounts of indirect teacher behaviors. Teaching patterns were extracted and compared with these derived indices. No…

This study attempted to establish a hierarchy of characteristics for the elementary school science teacher based on the preference of elementary children, preservice teachers and in-service teachers. Teacher characteristics were classified into five categories: knowledge and organization of subject matter; adequacy of relations with students in…

This study determined the degree to which beginning public school secondary teachers change along the authoritarian dimension and the relationship of certain possible causes of teacher authoritarian attitude changes to observed changes. A theory based on the concept of socialization was offered to explain the teacher attitude change. A research…

This study investigates the association between teacher conceptual level and teacher behavior and attitudes in a minimally-structured type learning activity. A sample was selected from a pool of student teachers in the elementary teacher training program at Syracuse University. Each was given a lesson which was an episode from a simulation…

The technique of macroanalysis has been developed to facilitate the process of examining patterns of behavior. In this technique, sequentially recorded observational data are computer-analyzed in units of three or more codes. Behavior patterns that have been identified from observational data are collected so that the sequence of individual…

Two experimental conditions were compared: groups with higher teacher self-disclosure and groups with low teacher self-disclosure. These groups were compared across five different categories of self-disclosure: attitudes and opinions, tastes and interests, work and studies, personality, and emotions. Results were significant in four cases. (Author)

This study indicates that it is possible to define and demonstrate the relevance of a number of nonverbal cues that can be used as raters or reasons for assessment of teacher behavior. Findings indicate a major difference in the order and relevance of predictors used. (JMF)

It is suggested that the low reliability of five low-inference and two high-inference classroom observation systems are due not to lack of agreement among rates, but to apparent variation in teacher behavior across occasions. (Author/MJB)

The exploratory case study examined the qualifications of teachers serving on committees in a suburban school district, inferred which factors influenced the selection of these teachers, and determined if the teacher-committee members were representative of the teachers in the system. (NQ)

Direct observation and feedback, used in conjunction with computer technology, may permit the development of effective and efficient inservice and preservice performance-based teacher training programs. Use of the Computer Assisted Teacher Training System (CATTS), one possible observation system, is described. (Author/MJB)

Research discovered six categories of adult behavior that lead to student discipline problems--inconsistent rule enforcement, noncompliance with discipline policies, insensitivity, lack of data, lack of classroom management skills, and inadequate administration of discipline policies. (Author/IRT)

Structure and techniques for interviews with students and parents are discussed. (CL)

Teachers are advised to react constructively to class jokers by understanding that the student may be a gifted-talented person seeking attention or peer acceptance. (CL)

Too much praise from a teacher will often lead a child to expect easy rewards and therefore avoid more innovative or complex reasoning. (JD)

Data are presented on teachers' general patterns of physical and verbal behavior as observed in a Chicago teacher center. (GW)