This study examined the classroom participation behaviors of undergraduate students. Much of the existing literature had focused on student variables in determining participation in the classroom. Here, instructor variables were investigated. Students completed questionnaires and reported their own perceptions of their participation in class and…

The original study upon which this article is based began with a seemingly simple question that had origins in the author's own experiences as a high school teacher. Why do some teachers talk too much when they are teaching, and what can a teacher education program do to address this problem? When informed, then transformed, by available research…

This article examines the research base of effective schools as it existed in 1982. Twenty-four reviews and 24 studies are analyzed and synthesized into nine characteristics of academically successful schools. These are: leadership, school climate, teacher-student relations, curriculum, instruction, finance, physical environment, evaluation, and…

The concept of overlap between instruction and assessment is defined. The influence of tests on teaching and the teacher as curricular content decision maker is described. A model of how awareness of this overlap can move curriculum practice into alignment with an assessment system is presented. (Author/MT)

This study focused on an analysis of teachers' perception of the concept of on-task in order to understand better how research results are interpreted and utilized by classroom teachers. Results suggest that ways of thinking about the concept of "on-task" may be cognitive-developmental in character. (Author/MT)

This article reviews literature on kinetic structure, a low-inference variable related to lesson organization. Kinetic structure significantly affects student achievement and student perception of lesson effectiveness. Training programs to increase kinetic structure and other results concerning structure are discussed. (Author/MT)

Research on teacher evaluation and teacher effectiveness indicates that there are serious problems with the reliability of presage, process, and product findings. Quality in teaching can best be assessed by measuring process in the classroom and by using observation instruments which record the occurrence of specific, well-defined behaviors. (PP)

Documents in the ERIC database which bear on teacher evaluation in the 1980s are cited. References deal with subjects such as evaluation criteria and methods, the validity of various measurement techniques, state policies, teacher attitudes, and who should evaluate teachers. (PP)

The Houston (Texas) Independent School District's plan requires that teachers demonstrate competence in four areas: (1) functional academic skills; (2) content area knowledge; (3) methodology; and (4) new technology. Proficiency-based techniques used in teacher selection and in diagnosing needs of inservice teachers are described. (PP)

A review of recent literature on both theoretical and research findings on the application of research to improve classroom instruction is offered. (DF)

This review of research examines the contributions of American and European researchers to understanding how classrooms work and what "frame" or format factors exert their influence and supply the foundation that underlies academic achievement. (IAH)

This article examines the teacher's contribution to the indirect effect that within-classroom grouping has on student achievement. Two distinct types of groups (ability groups and peer work-groups) are discussed and recommendations made for effective use of within-class grouping. (IAH)

This article reviews research on teacher praise and presents findings on why teachers offer praise, as well as positive and negative effects of praise on student motivation, perceptions, and achievement. (IAH)

Selected citations from the ERIC database dealing with the relationship between teachers' self-perception and perceptions of students' characteristics are listed in this article. Abstracts are included of the 14 journal articles and five documents chosen. (DF)

Process-outcome findings linking teacher behavior to student achievement are reviewed. The findings are divided into quantitative results that identify general classroom characteristics associated with high levels of student achievement gain and qualitative results that suggest particular teacher managerial and instructional behaviors involved in…