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

The results of this study on pupil and teacher perceptions of classroom interaction indicate that: (1) there are statistically significant differences in the kind of comments made by teachers of high and low pupil gain scores; (2) individual teachers respond differently to the same lesson; and (3) pupils are attentive to different aspects of…

Grade level and sex of student are important variables determining teacher attitudes and responses. (JD)

The form and content of teacher-pupil interaction is shown to be related to pupil distance from the teacher. Pupils seated closer to the teacher are more involved in decision making and question answering while those further away are more likely to be lectured to and less likely to participate in classroom decision making.(JMF)

A process-product study examined the relationship between the percentage of teacher time on task and the percentage of teacher-centered instruction and the achievement of seventh- and eighth-grade students. (JN)

A study identified characteristics that 43 kindergarten teachers used to describe themselves and students toward whom they held positive attitudes. Teacher self-perceptions and descriptions of favored students were examined. Results indicated that teachers used a common set of characteristics to describe themselves and those students they regarded…

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)

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)

The concept of instructional improvement is used as a framework to synthesize research concerning systematic observation of instruction. A self-help model for improving classroom instruction is proposed that illustrates the concepts of instructional effectiveness, systematic observation of instruction, and assistance as a personalized,…

The effects of cognitive style matching on achievement in language arts and its relationship to student teacher interaction were investigated in a study. Cognitive similarities of teachers and students were associated with some interaction patterns but not with student achievement. (JN)

Classroom research linking teaching behavior and classroom management to student learning, especially in the area of basic skills, is reviewed. (JMF)

In "A Case Study of an Educational Innovation: the History of Flanders Interaction Analysis System" (Flanders and Amidon, 1981), the research, development, dissemination, and utilization of the system is described. The parallels between the development and use of the system and the development of more recent educational innovations are explored.…

An annotated bibliography of 14 journal articles and documents from the ERIC indexes presents literature on verbal and nonverbal behavior, feedback of interaction analysis data to teachers, classroom coding manuals, and interracial interaction. (JN)

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)

A study examined the effect of varying degrees of feedback on students' perceptions of classroom climate and the resulting reactions toward school. Students involved in feedback intervention showed positive gains in their attitudes toward the school environment. The Group Climate Survey given to the students is appended. (JN)