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)

Researchers perceived that teachers became more aware of their teaching behaviors, more aroused about being able to alter behaviors, and more conscientious about planning for the kinds of behaviors they wish to exhibit in a given situation as a result of the availability of a computer program (Analysis of Teaching Behavior). (MM)

Suggestions are made for priority and strategy changes designed to make the process-product model for investigating effective teacher behaviors more productive. (MJB)

It is suggested that the low reliability of five low-inference and two high-inference classroom observation systems are due not to lack of agreement among rates, but to apparent variation in teacher behavior across occasions. (Author/MJB)

Personal and professional growth of both teachers and supervisors are identified as products to be sought from the supervision process. A reconceptualization of the supervisor's role from that of methodological and curriculum specialist to that of interpersonal intervenor is urged, along with a reconceptualization of related systems and processes.…

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)

Testing of a modified contract instructional method (contract, instructional objectives, self-test) with a traditional procedure supports the contention that, for a population of underachieving junior high school students, the modified contract procedure constitutes a more effective teaching method. (Author/MJB)

This annotated list of references represents current knowledge in five areas related to effective schools and classrooms. These areas are (1) the process of education change; (2) school and classroom culture; (3) student cognition; (4) student affect; and (5) school improvement and staff development. Also included are references to middle school…

This article examines the research base of effective schools as it existed in 1982. Twenty-four reviews and 24 studies are analyzed and synthesized into nine characteristics of academically successful schools. These are: leadership, school climate, teacher-student relations, curriculum, instruction, finance, physical environment, evaluation, and…

The author argues that it is time to move beyond definitional activities in research related to effective schooling. Four new challenges to researchers are suggested: indicators of effectiveness; extending effectiveness to new contexts; staff development; and information processing. (MT)

An overview of the first five years of the Louisiana School Effectiveness Study is presented. Major findings from Phase II are offered. School, local, and state recommendations are made. (Author/MT)

A major focus in Phase III of the Louisiana School Effectiveness Study is on the relationship between classroom interaction patterns and school effectiveness. Early results are discussed. (Author/MT)

Differential results of analysis of effective, typical, and ineffective schools in middle and low socioeconomic neighborhoods are presented. Implications for practitioners and for future research are discussed. (Author/MT)

The concept of overlap between instruction and assessment is defined. The influence of tests on teaching and the teacher as curricular content decision maker is described. A model of how awareness of this overlap can move curriculum practice into alignment with an assessment system is presented. (Author/MT)