This paper describes a survey of teachers trained in Teacher Expectations and Student Achievement (TESA) interactions, a behavior change program based on expectation theory. It teaches 15 interactions by clustering them into five units of three behaviors. Each unit has an interaction designed to improve student academic achievement, provide constructive feedback, and strengthen self-esteem. The study examined whether teachers: agreed that TESA interactions were useful with today's children; continued to practice the TESA coding and observation process after being trained; and would recommend TESA to colleagues. The survey was completed by 227 California teachers who had been trained in TESA within the past 2 years. It was also sent out in the Phi Delta Kappa monthly journal, with 793 completed surveys received from around the nation. Results indicated that teachers and school administrators were overwhelmingly pleased with the results of their TESA training. Most respondents considered their TESA training excellent or good and found the training highly useful for the classroom. Most respondents would recommend TESA to their colleagues. Most teachers continued to work in their collaborative teams and continued coding each other well after the training ended. (Contains 18 references.) (SM)
Paper presented at the Annual Meeting of the California Educational Research Association (Santa Barbara, CA, 1997).