This module (part of a series of 24 modules) is on management of the mainstreamed classroom. The genesis of these materials is in the 10 "clusters of capabilities," outlined in the paper, "A Common Body of Practice for Teachers: The Challenge of Public Law 94-142 to Teacher Education." These clusters form the proposed core of…

This report reviews studies of the stability of measure of teacher effectiveness and behavior. In studying teacher effectiveness over short intervals it appears that teaching the same content to similar students yields moderately stable generalizability coefficients over occasions. However, when teachers teach different content to the same or…

The purpose of this study is to examine the effect of teacher expectancy on student performance. The question is asked: Do teachers in secondary grades treat students for whom they have low expectations in ways that tend to fulfill them, and if so, what is the nature of this differential treatment? Differential teacher behavior (quantitative and…

This is an expansion and revision of the author's 1972 monograph "Substantive Legal Aspects of Teacher Discipline." The major focus is again placed on the identification and description of the present legal restrictions on teacher behavior both in and out of the classroom. The author examines statutory provisions affecting certification, contracts…

This study investigates selectivity in teacher education. Using perspectives afforded by institutional admissions practices, teacher effectiveness research, and selected public school influences, the study explored both current policies and procedures in the selection of preservice students and the usefulness of a number of biographical,…

This is an interim progress report on an ongoing study of teaching-learning interaction. The function of the study is to observe learning over a full year of schooling, focusing, in part, on reciprocal interactions. The teaching-learning interaction program is committed to three long-term objectives. Methodologically, it is developing improved…

This document outlines the development of a program that would extend teacher training to include a fifth year of internship. A dual continuum of training is suggested. The first portion is designed to help the beginning teacher develop an adequate sense of self, poise, and a secure assurance that the classroom, pupils, and supervisors do not…

The use of the behavioral science principle of contingency in several approaches to teaching beginning reading is discussed in this paper. The failure to provide a contingent relationship between the given reading skill and student success in demonstrating the skill can lead to repeated apparent successes without the student actually manifesting…

In order to determine how to enable teachers to become more effective in individualizing reading instruction, 75 preservice teachers who were enrolled in a general education course were observed as they tutored second and third grade children in reading twice a week for one semester. A brief analysis of the literature on the behavior of teachers…

Two major studies reported in 1970 reached similar conclusions regarding the effect of team teaching in elementary schools on collegial decision making, faculty communication, and teacher sentiments. Among other things, teachers in team-organized schools were found to have higher levels of work autonomy and job satisfaction than those in…

Teachers must establish good relationships with parents if they want to have a significant impact on their students. Finding time to communicate with parents is difficult for most educators. The telephone provides a form of communication which is effective, requires minimal expenditures of time and energy, and allows certain kinds of information…

This chapter of "Helping Teachers Manage Classrooms" presents strategies and processes that teachers can use to establish well-managed classrooms. These recommendations are based on the results of year-long descriptive studies of the management methods used by third grade teachers and by seventh and eighth grade English and mathematics teachers.…

A model of the teaching-learning process identifies and describes varied behavioral dimensions of the classroom and how they relate to pupil achievement. The model is based on the assumption that the total amount of engaged time on a particular topic is the most important determinant of achievement and has the components of: (1) quantity of…

The Classroom Interaction Analysis Index (CIAI) is an instrument developed to categorize the actions of teachers and students as they interact in classroom situations. In the study described, a class of 30 social studies student teachers were divided into teams of five each. Each team taught the same preplanned lesson twice--by illustrated lecture…