Focusing on managing reading instruction related to the range of differences in the classroom, this paper includes a historical review of managing instruction beginning with examples from the 1800s. It offers a selective review of the literature on managing reading instruction and explores the following: (1) studies of organizational plans such as…

A system of identifying teacher and student interactions as they relate to discipline problems was developed and validated as a method of resolving disruptive classroom behavior. SOBAD (Systematic Observation of Behavior with a Focus on Academic Disruptions) involves the use of trained observers who code and record student and teacher interactions…

The Classroom Organization Study, conducted in Austin, Texas, was designed to answer some very specific questions about establishing and maintaining classroom organization in low socioeconomic status elementary schools that results in greater student time on task, exposure to content, and achievement. The ultimate purpose of the study was to…

Reported are the experiences of participants in three different teacher training programs in the Teacher Education Laboratory at the University of California at Los Angeles. One program was behavioristic, another humanistic, and the third eclectic. Findings indicate that beginning teacher trainees perceive the teacher role in terms of three…

A correlation is sought between a teacher's stages of professional growth and levels of invitational teaching. It is posited that stages of teacher professional growth are sequential, with each stage involving specific types of classroom behavior. Stage one is characterized by self concern, or a teacher-centered period. In the second stage,…

Thirty-four preservice teachers listened to children's tape-recorded responses to selected questions. The children were rehearsed to present either relevant and logical (high quality) responses or irrelevant and illogical (low quality) responses. The children also were rehearsed to verbalize either responses that contained selected nonstandard…

A research team approach was selected for an ethnographic project to identify those variables that influenced the adult beginning readers' acquisition of reading strategies and their effect on reading achievement. Weekly staff meetings focused on (1) identifying initial conceptualization and emerging foci reflected in the data, and (2) continually…

Judgments on content emphasis reflect on the commitments that teachers have to course content, their attitudes toward teaching certain areas of the curriculum, and teacher's assessment of their own competence in teaching these areas. Three questions were considered: (1) What relationship, if any, is there between an internal factor and the actual…

A Minicourse on Flanders' Interaction Analysis was adapted and re-developed for use in West German teacher training institutions, and evaluated in several studies with pre- and inservice teachers. The Minicourse incorporates the microteaching components of discrimination training, laboratory teaching experience, and feedback. The results of four…

One hundred sixty-three experienced, knowledgeable, elementary and secondary teachers were asked to identify classroom management strategies they believed to be most crucial to their teaching effectiveness. In rank order, the eight most frequently selected managerial strategies were: (1) using positive reinforcement; (2) applying logical…

This executive summary of the multiyear Beginning Teacher Evaluation Study (BTES) focuses principally on the findings of Phase III-B of this research program on teaching effectiveness. One outcome of the BTES study was a concept that makes it possible to measure individual student learning by noting observable variables of student behavior in the…

It is argued that the sexes get different feedback from the culture, and from teachers in particular. The hypothesis is explored that teachers are less responsive to and interested in girls than boys, and that the feminine strategy of withdrawal and avoidance of assertiveness develops in response to these teacher behaviors. Subjects were eight…

The same techniques of behavior modification that can be used by teachers to manage student behavior in the classroom can also be used by supervisors to alter the behavior of teachers. In both cases, it is necessary for the supervisors and teachers to focus primarily on the individual's behavior itself, rather than on what causes that behavior. To…

This study was designed to see if preservice elementary teachers having undergone a training intervention on business-like behavior can significantly increase their observable level of business-like behavior and maintain the level of increase ten weeks after training. The observed level of warmth was also monitored in relationship to the training…

This study seeks to identify particular methods most likely to induce changes in philosophical beliefs of teachers compatible with a cognitive developmental teaching approach. Specifically examined were teacher's theoretical understanding in terms of epistemological beliefs consistent with either Piaget's theory of cognitive development or operant…