Using a sample of 115 second-and third-grade teachers with five or more consecutive years of experience it was shown that teachers do affect student learning to a degree that is practically and statistically significant. Teacher effects were especially robust in the data from Title I schools serving disadvantaged populations. (Author/RC)

Data from a study of teacher-bias and teacher-expectancy effects on elementary school students' achievement test performance are presented. Analysis of the data revealed that the teacher-bias manipulation had no effect and that the teacher-expectancy manipulation was strongly related to test performance. (Author/RC)

The hypotheses that black subjects comprehend nonstandard English materials better than those in standard English and that white subjects comprehend standard English materials better than those in nonstandard English were not supported. (Author)

Data are presented that challenge the difficulty ordering for anaphoric syntax (e.g., pronouns) proposed by Bormuth, Manning, Carr, and Pearson. It is suggested that any such difficulty ordering which results from tests of the form proposed by Bormuth has uncontrolled variability due to semantic factors that have yet to be carefully analyzed and…

Effects of three variables (learner, task, and treatment characteristics) on subject performance in two basic learning paradigms (Visual discrimination or "matching" and paired-associate tasks) were studied. (Author/RC)

Each of 15 second-grade Catholic school teachers' top-and bottom-reading group sessions were tape recorded. Good teacher behavior between top and bottom groups was compared by means of a correlated t -test. Findings indicated that teacher behavior may not be adversely affected by teacher expectation. (Author/RC)

Based on a comparison between two types of questions reflecting a distinction among various levels of learning--verbatim or rote and high order or meaningful--it is hypothesized that meaningful learning postquestions would facilitate retention more than rote-learning postquestions. (RC)

Student perceptions were obtained on the emphasis given to cognitive objectives derived from the six levels of the Bloom taxonomy. Findings may suggest empirical ways of identifying the structure of curriculum and instruction. (Author/RC)

Two similarly designed studies which were conducted 15 years apart at different universities and which involved over 9,700 students and 277 faculty gave nearly identical answers to the question of what teaching characteristics carry greatest weight in predicting students general opinion of their teacher's effectiveness. (Author/RC)

Teacher behavior toward two different groups of target students was altered by presenting teachers with information about their previous interaction with the target children. Changes in specified teacher behavior toward target children were accompanied by many additional changes in unspecified teacher behavior toward both target and nontarget…

Two questions were investigated: (1) would rewording items on a questionnaire for evaluating faculty teaching effectiveness substantially affect students' ratings? and (2) would students' ratings of professors' teaching quality be totally consistent with their ratings of benefits derived from courses? (Author/RC)