Process-product research in which the investigator observes in teachers' classrooms and tries to relate process measures of teaching behavior to product measures of student outcome has face validity appeal and common sense logic. This research approach appears to be the simplest and most direct way to identify teaching behaviors which discriminate…

Interviewed elementary school teachers of culturally diverse students to explore the relationship between life experience and pedagogy. Teachers' pivotal life experiences focused on teacher and student relationships. Teachers had fashioned their teaching styles and practices after their own backgrounds and had discovered the duality of personal…

This study examined teaching practices in four suburban high school advanced placement (AP) American History classrooms using case study methodology. Results indicated that more effective teachers distributed and asked more questions, had higher engagement rates, had greater feedback on assignments, and had greater participation and success rates.…

The training of teachers in the use of six "classroom management schedules" designed to match the behavioral characteristics of various types of students is described. Treatment schedules are detailed, and results of their application by classroom teachers in eight case studies are discussed. (JMF)

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 investigated the influence of teacher characteristics, attitude, and knowledge on their classroom behaviors. Data were collected on 30 secondary teachers while all were instructing a physical activity. Results indicated that teacher attitudes, combined with selected characteristics, were significantly associated with teacher behavior.…

The complexities of defining successful schooling, along with other elusive factors such as teaching styles, pose problems for teacher evaluation. Teaching requires more than the ability to perform skills according to a preset formula; it involves making decisions which combine judgment with performance of skills. (PP)

Results are presented of a meta-analysis of a review of studies on the effects on academic achievement associated with matching students and teachers on field dependent-independent cognitive styles. A slightly higher level of achievement by students was noted when cognitive styles were matched. (JD)

Classroom verbal behaviors of 33 elementary student teachers were correlated with second, third, and fourth grade pupils' evaluations of teaching performance. Results revealed that teachers who were more indirect in classroom interaction received significantly higher ratings from pupils on classroom procedures and interpersonnal skills. (JD)

To increase the academic achievement levels of its students, the District of Columbia Public Schools adopted a teacher training model known as Academic Learning Time. A description of the training of observers and teacher trainers is included. (Author/DF)

Training techniques used by five trainers conducting a workshop on changing teaching behaviors were studied to discover methods for examining trainer behaviors. Four observation methods were used. Results are discussed. (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)

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

A 1957 book by Timothy Leary presented a model for interpersonal behavior. Dutch researchers have worked on using the model in educational research and teacher education. The paper discusses results of a research program which studied student and teacher perceptions of interpersonal behavior, teacher communication styles, and student outcomes. (SM)