Teacher achievement expectation effects were investigated for third- and fourth-graders (24 boys and 24 girls, each grade) in open and traditional classrooms. The main and interaction effects of teacher achievement expectation (High/Low), class type (Open/Traditional), sex of child and grade level on students' behavior and teacher-student…

Based on the assumption that the same conditions that promote talk in the preschool years might continue to promote oracy if they could be replicated in schools, this paper investigates conditions most likely to promote growth in oral communication, summarizes the findings of two relevant Australian research studies, and draws implications for…

This study examined the influence of male teachers on the development of 4-year-old, middle-class children, with emphasis on the development of boys. The subjects were 55 boys and 54 girls in 13 nursery classes, taught by teams containing either two female teachers or one male and one female teacher. Pre- and post-tests were administered to…

The paper defines and assesses a concept acquisition model for describing the behavior processes through which conceptual-observational instruction influences teaching behavior. This model is contrasted with two other views of the relationship between this mode of instruction and performance: an imitative behavior model and a behavior labeling…

As part of the desegregation plan in the City of Detroit, teachers in recently desegregated schools participated in an inservice program to provide for equal instructional opportunity in the involved classrooms. Teacher-student interaction data were collected in each teacher's classroom using the Brophy-Good System. These data were transformed to…

A study was conducted to investigate the effects of interaction analysis feedback on the verbal behavior of student teachers. Forty randomly selected senior elementary education students at the University of South Florida were trained in interaction analysis, and each was observed for eight weekly 15-minute periods during student teaching. Data,…

Classroom interaction may be described in terms of communication events, i.e., sequences of teacher-pupil communicative behaviors separated from preceding and succeeding sequences of behaviors by natural boundaries. Communication events may be institutional (related to managing the classroom and meeting the expectations of the institution), task…

As an outgrowth of concern with whether or not the present content of teacher education affects the behavior of teachers in the classroom, a study was designed to compare the behavior of 52 secondary education students in a conventional program with that of 62 students in an experimental program. The experimental program coordinated laboratory…

This paper reviews research on the subject of teacher-student interaction on the nonverbal, psychological, and subjective level. It is recognized that the teacher-learner process is more than what is consciously taught in the school curriculum. What each person takes into the situation, such matters as personality, attitudes, expectations,…

This paper presents an evaluation of both process (program content) and outcome (effects on children) of a day care center and emphasizes the importance of considering process variables in order to understand program results. Subjects for the study were 25 control children who were not attending a preschool program, 25 children who attended the…

One of 52 theoretical papers on school crime and its relation to poverty, this chapter is essentially a study of the relations between delinquency and the school system in Britain and an analysis of the extent to which British experience is relevant to the study of delinquency in the United States and in Canada. There is little serious crime in…

This study investigates the following hypothesis: If the teacher instructs the aide to reinforce good behavior in children, and reinforces the aide for carrying out her instructions, the children' s appropriate behavior will increase. Subjects were seven teacher-aide teams and seven pairs of retarded children (5-20 years of age). For each child,…

If students are to be responsible in significant ways for their own learning, teachers must develop the ability to move from directive teaching behaviors to supportive ones. This paper examines a teacher-behavior model, presented in a book by Muska Mosston, that includes a spectrum of seven teaching styles, ranging from total teacher direction…

To determine whether teachers treat boys and girls differently with respect to providing response opportunities and giving feedback reactions, five teacher's arithmetic sessions and six teacher's reading sessions were observed and tape recorded three times over a four-week period. Differences in (a) quality of response opportunity for boys and…

This document contains abstracts of experimental and descriptive educational research in West Virginia. The stated purposes of the document are to disseminate relevent educational research to West Virginia teacher educators, to encourage ongoing research in all areas and at all levels in education, and to develop professional utilization of…