This article presents an annotated bibliography of journal articles and documents which discuss both theoretical and research findings related to issues surrounding the concept of overlap between standardized tests and the content, curricular, and instructional domains of teaching and learning. (MT)

This study focused on an analysis of teachers' perception of the concept of on-task in order to understand better how research results are interpreted and utilized by classroom teachers. Results suggest that ways of thinking about the concept of "on-task" may be cognitive-developmental in character. (Author/MT)

This article reviews literature on kinetic structure, a low-inference variable related to lesson organization. Kinetic structure significantly affects student achievement and student perception of lesson effectiveness. Training programs to increase kinetic structure and other results concerning structure are discussed. (Author/MT)

Seventeen K-12 teachers were trained in the Stallings Effective Use of Time Program. A comparison of pre- and post-classroom observations indicated that teachers who had publicly stated their commitment to teaching behavior changes tended to follow through and make the changes. Implications for teacher education programs are discussed. (Author/MT)

Students in four secondary school classes were taught two lesson topics, the first by dramatic reenactment, the second by lecture/seatwork. Concept acquisition, retention, and students' attitudes toward the instruction form were measured. Results are discussed. (Author/MT)

This study attempted to identify, by contrasting examples of junior high school math teachers' styles and teaching effectiveness, context-specific teacher activity structures and behaviors that effectively begin an instructional session. Methodology and results are discussed. (Author/JL)

This article lists recent research and literature on effective lesson introductions and preinstructional activities on student learning. (JL)

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 study examined the verbal behavior of students and teachers in three learning activities: microcomputer work, group work, and conventional (teacher-directed) instruction. Verbalizations were coded into seven task-related and one non-task-related categories. Variations in verbal interactions during each activity were recorded and are…

Forty teachers of special education students were observed during academic instructional periods to analyze the role of teacher questioning. No differences were indicated in the extent to which questioning was used in classrooms for emotionally handicapped, learning disabled, or mentally retarded children. Results are discussed. (JL)

This study examined the extent to which teachers' expectations for student performance were different in "high" and "low" ability tracks. It also examined the classroom climate in each classroom. In the study's conclusion that teachers are often controlling, restrictive, and inhibiting are suggestions for improvement. (JL)

A research study examined whether the locus of control orientation of high school and junior high school students could be modified through the incorporation of prescribed activities within the routine of the regular classroom. (JN)

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.…

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)

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)