The purpose of this study was to examine the validity and reliability of the Teacher School-Age Temperament Inventory (T-SATI) which is an adaptation of a parent version of the tool. A principal factor analysis using varimax rotation was performed on data provided by 143 teachers who reported on their 261 elementary school students. The results…

The purpose of this study was to examine the relation between teachers' charismatic leadership (i.e., strategic vision and articulation, sensitivity to the environment, sensitivity to members' needs, personal risk, unconventional behavior) in college classroom environments and resulting student resistance strategies. Participants were 165 college…

Using a multi-method, multi-level approach, this study examined the link between classroom emotional climate and student conduct, including as a mediator the role of teacher affiliation, i.e., students' perceptions of their relationships with their teachers. Data were collected from 90 fifth- and sixth-grade classrooms (n = 2,000 students) and…

This paper addresses the relationship between class size and student-teacher interactions as an explanation for effects of class size on achievement. Observations were conducted in kindergarten and Grade 1 classes from 46 Dutch primary schools in order to address the effect of class size on the amount and type of student-teacher interactions. The…

Classroom research on process-outcome relationships had burgeoned in recent years, revealing notable methodological advances and sensible, replicated findings. The studies of the early 1970s supporting direct instruction as particularly effective for producing achievement in basic skills in the early grades have been replicated and extended to…

A 2 x 2 experiment was conducted in which instructor nonverbal immediacy and verbal immediacy were manipulated in a college classroom to examine causal links with cognitive and affective learning outcomes. Previous criticisms concerning immediacy and learning research were considered and multiple operationalizations of cognitive learning (i.e.,…

Students in introductory psychology completed an end of-semester evaluation containing specific and global questions concerning instructor performance and course evaluation. Students? actual and expected course grades were matched with evaluation outcomes. Global items referring to overall course and instructor were significantly correlated.…

The purpose of the study was to determine the patterns of interdependency among classroom interaction patterns, teacher and student variables and students' learning outcomes in physics, comprising their post-instructional attitude and achievement in "low" and "high" academic tasks. Seven instruments were used in collecting data from 516 Senior…

The results of this study suggest that student perceptions of teacher behavior can have an important influence on causal relationships in the classroom. (MM)

This study sought to supply evidence that educationally disadvantaged children learn more when the socio-emotional climate in the classroom is nonthreatening. (MM)

Results of this study indicate that programs designed to break down the barriers to cross-sex and cross-race association could be a powerful approach to increasing positive social interaction in the classroom. (MM)

This article describes two types of classroom process research (process-product and descriptive) which are being funded by the National Institute of Education, and it analyzes the trend toward a greater emphasis on descriptive research. (MM)

In discussing the past, present, and future of research in teacher effectiveness, this article notes that researcher's conceptions of teacher effectiveness has determined the nature of the research and the usefulness of the findings; process-product research can produce reliable information; the tools needed to build a knowledge base for effective…

The findings of this study suggest that (1) the previous track-record (how well teachers have performed differentially with groups of students having different learning rates) helps to predict how well teachers will do with students in their regular classrooms and (2) matched teacher/classrooms produce significantly higher achievers than do…

Findings from this project suggest that (1) effective teaching can be predicted from observation in natural classroom settings and (2) a teacher can be trained in the use of observation instruments in order to assess another teacher's performance. (MM)