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…

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)

Macroanalysis is a technique by which behavior patterns can be identified from any observational data are collected in a manner that preserves the sequence of the individual codes. (MM)

Friendship choices were found to be distributed more evenly in classrooms where greater student interaction is permitted. (JD)

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

The results of this study indicate that analysis of teachers' verbal behavior according to specific purposes reveals differences that are masked when the purpose is disregarded. (JD)

A comparison of process-oriented and task-oriented groups is presented. Areas considered include achievement, extent of emphasis on content, and perception of the effectiveness of workshop experiences by persons involved in these two approaches. (JMF)

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)

This case study of a project designed to change a junior high school's approach to discipline focuses on the change facilitators' interventions in implementing the innovation. Data assessing how teachers change are presented and discussed in relation to the intervention data. (JMF)

This study indicates that it is possible to define and demonstrate the relevance of a number of nonverbal cues that can be used as raters or reasons for assessment of teacher behavior. Findings indicate a major difference in the order and relevance of predictors used. (JMF)

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)

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…