Notes that recent research suggests a curvilinear relationship between teacher immediacy behaviors and student learning. Investigates these variables as they occur in relationships between college professors and students. Finds positive, linear relationships between (1) teacher nonverbal and verbal immediacy and perceived cognitive, affective, and…

Examined fifth-grade teachers' grouping practices for hands-on science instruction. Found that teachers tended to form heterogeneous groups in relation to the composition of their classrooms, whereas students tended to form homogeneous groups with respect to gender, ethnicity, and achievement. Some classroom compositions severely constrained…

Describes a study of secondary school students in the Netherlands that compared the use of paper and pencil or computer spreadsheets to solve correlational problems in geography. Discusses results of videotape transcripts that compared teacher and student behaviors and considered mechanisms through which computers contribute to learning.…

Reports on a study that sought to describe and better understand the idea of three high school teachers as writers. Describes the potentials and problems of the idea in practice. Examines how writing teachers' own writing experiences shape their approaches in the classroom. (TB)

Describes development of the Instructor Effectiveness Questionnaire (IEQ). Survey of 234 students participating in canoeing and kayaking at the Nantahala Outdoor Center (North Carolina) found that all 17 teachers received high scores, that the IEQ was able to discriminate between more- and less-effective instructors, and that female instructors…

Interviews with 36 high school and college students with hearing impairments and 36 teachers indicated variable use of study strategies with notes among students and a lack of knowledge among teachers about the use of notes for studying. Results suggest the need for instruction on note usage and study skills. (Contains references.) (Author/CR)

A qualitative study explored experiences of two adolescent high school students who are gifted but underachieving. Results indicate the students were stuck on an academic merry-go-round, whirling by the same content over and over without any input. Internally driven to learn, they became frustrated and unchallenged, waiting to do something…

Illustrates the erosion of inclusive teacher-student interaction. Uses discourse analysis to compare K-12 classroom instructional practices before and after imposition of standardized testing. Illuminates the negative transformation of five inclusionary discursive practices. Notes, in an illustrative case, an "at-risk" student's effort to express…

Report of a study from Israel that reveals that SBM positively affects teachers' commitment to the profession and students' academic achievement, and negatively affects their commitment to the school and students' social well-being. Further, teachers' autonomy remained unchanged after SBM was introduced. (Contains 4 figures, a questionnaire, and…

Investigates the effects of conveyance system design and social presence, in the form of teacher immediacy behavior, on perceived student learning and satisfaction in the televised classroom. Finds that system design and teacher immediacy behavior strongly impact student learning and satisfaction. (MG)

Examines how teachers adapt writing instruction to a microcomputer classroom. Calls attention to time pressures, issues in training students in word processing and revising, ways a microcomputer classroom can foster workshop approaches, the need for carefully structured classroom activities, and the importance of teachers and students sharing…

Presents a case study of pedagogical behavior and understanding using a sequence-analytical interpretative method. Reports a contradiction between semantic content and the actual interactive significance during pedagogical action. Hypothesizes that a professionalization deficit must be dealt with, taking into account the moral and personal efforts…

Examines effects of an improved staff ratio in New Zealand kindergartens on interactions between children and teachers. The introduction of a third teacher was associated with a statistically significant reduction in children's negative behaviors directed to peers. (Author/BB)

An eighth-grade language-arts teacher describes action research she conducted with her class of "bums." She sought to determine what environmental factors in the classroom might influence motivation and what types of rewards are effective. (IAH)

Fifty two-year-olds and fifty three-year-olds from low-income families were observed in 10 urban day care centers. Child-teacher interactions were coded as positive or negative. Boys engaged and elicited more negative behaviors than did girls. It is concluded that providers should not reinforce negative behaviors in children who are emotionally…