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…

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.,…

This study investigated differences between students' perceptions of their best teachers in primary and higher education in Poland. Teacher behavior was conceptualized in terms of the teacher-student interpersonal relationship and described in terms of eight behavioral sectors ? leadership, helpful/friendly, understanding, student…

Explored minority student teachers' initiations in a critical mass and an all-minority multicultural seminar. Participants' perceptions of their experiences in each seminar were examined through their written reflections and personal interviews. Interactions were more frequently initiated in the critical mass seminar, where minority students often…

Explored the issue of learning environments in college classrooms using the Myers-Briggs Type Indicator to determine teacher personality type and the Secondary Colleges Classroom Environment Inventory to examine student and teacher assessment of classroom environments. Both groups shared similar perceptions of classroom learning environments in…

In this study, Australian student teachers responded to four questions concerning the criteria they used in evaluating their own individual lessons and themselves as teachers. The most frequently mentioned criteria involved perceived responses by students, personal internal reactions, and evaluative reactions of others. Criteria varied according…

Examination of college teacher lecture styles, using the Batchelder-Keane variation of the Flanders Interaction Analysis System, found significant differences in lecture characteristics of college teachers, primarily among the subject fields of science, social sciences, and humanities. (MJB)

This study examined the progression of concerns 96 students experience as they engage in nontraditional forms of instruction; ways to address these concerns; and whether their successful resolution enhances the instructional effectiveness of an innovative, reading improvement class. (JL)

This article describes procedures used at Pennsylvania State University to assess basic skills of applicants to the secondary school teacher education program. Tests given prior to student teaching assignments measure reading, writing, and speaking competencies. Test development and validation activities are explained. (PP)

This article describes a functional experiment designed to evaluate the ability of 128 preservice teachers to interpret pupil problem-behavior nested in two distinct learning settings (cooperative and traditional). (IAH)

The potential of two-way television as an instructional medium was examined through observations of presentations by medical faculty. The study found that similar teaching strategies were used in conventional classrooms and in two-way television mediated lessons. Detailed study results are offered. (Author/DF)

Hearing impaired students who are mainstreamed often encounter problems in dealing with the usual flow of classroom communication. To examine the effect of action zone phenomenon, six mainstreamed classes were observed and coded for location of student-teacher interactions. Results and discussion are presented. (Author/DF)

A sample of 280 undergraduate students were selected for a study to determine the effect of tendentious and nontendentious humor in college first lecture presentations on students' perceptions of classroom communicative climate. Findings are discussed. (MT)

A methodology for designing rating scales which will maximize diagnostic feedback by students to college professors is presented. Mid-semester and end-of-semester administrations allow for judgment of changes in instructional strategies during the semester. (JMF)

The results of six studies investigating the effects of different teaching methods on undergraduate student involvement in classroom learning are discussed. An interpretation of the data suggests that supportive teacher behaviors which satisfy safety needs are directly related to student participation. (JN)