One of the most important variables influencing student learning in the classroom setting is the quality of teacher-pupil interaction. This study investigated whether differences exist in elementary school children's perceptions of nonverbal behavior of teachers. The study specifically investigated effects of race, sex and age. (NG)

Effects of the trend to prefer progressive over traditional goals of education were investigated in Israeli teachers. Attitudes toward educational goals; expectations of achieving goals; perceived knowledge about strategies for achieving goals; personality traits and teaching behaviors were studied. Pseudoprogressivism was reflected in the…

The research described in this report elaborates the dimensions and effects on elementary-aged children of cooperative, competitive, and individualized learning environments, with specific focus on peer relationships and personal satisfactions and dissatisfactions. Children's behavior was observed within the learning environments and again…

In one study, a teacher who looked attractive was rated as more competent and better able to stimulate and motivate students than when she looked unattractive. In the other, close behaviors by the teacher produced more positive ratings than distant behaviors. (Author/BP)

High school teachers with the best student relationships frequently use five verbal response roles--feelings, thoughts, encounter/ encouragement, sharing, and motives. (Editor/MM)

Six sets of emerging issues that could involve specific students and classroom situations are discussed here: class suspensions and due process, class rules and teacher inconsistency, classroom equality of opportunity, competency testing, classification of students, and classroom management in alternative schools. (Author)

The distinction between training and educating is discussed in this article. The point is made that a certain amount of basic training must take place before comprehensive education is possible. (JD)

Sixty urban and 57 rural elementary school classrooms were observed to document the effects of rural versus urban locale, grade level, and subject matter taught on instructional quality. Teachers' verbal behaviors were grouped into 16 process-by-substance categories. Results showed that all three main effects were significant. (Author/MV)

The focus here is on category observation instruments which typically record classroom behaviors in the form of tallies, checks, or other marks which code them into predefined categories and yield information about which behaviors occurred and how often they occurred during the period of observation. Discusses the essential properties of the…

Contemporary communication research suggests that students are non-communicative in the classroom because they perceive communication response/initiative channels to be blocked and many students lack basic speech skills that enhance effective, satisfying verbal response. Demonstrates how to circumvent these barriers and encourage instructors in…

Reviews current studies that emphasize teacher thinking processes. (Author/MLF)

The teacher survey, a measure of teacher reactions to a variety of pupil, parent, and class-management problems was developed and tested on 218 primary grade teachers. (Author)

Checklists detailing what a student teacher is expected to do when presenting a lesson have been developed by a consortium of health educators. (MM)

Using five readily available classroom observation systems, three 50-minute videotapes of classroom interaction were rated for each of twelve social studies teachers. Comparisons yielded 23 categories that measured similar behaviors across systems, approximately half of which satisfied all validity tests. Implications for process-product studies…

The authors present a field study aimed at determining whether or not statistically significant relationships exist between students' perceptions of selected behaviors of pre-algebra teachers and selected student performance and attitude variables. (MN)