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Williams, John A., III – Journal of Classroom Interaction, 2022
This study investigated teachers' perception of their school administrators as consistent enforcers of school code-of-conduct rules, and if their rating of consistency was associated with an increase or decrease in risk ratio for African American students in middle schools in North Carolina. Findings suggest that teachers viewed their school…
Descriptors: Middle School Teachers, Teacher Attitudes, School Policy, Discipline Policy
Mosley, Chaney; Broyles, Thomas; Kaufman, Eric – Journal of Classroom Interaction, 2021
This study investigates how teacher-student relationships develop. If a teacher is able to foster high-quality relationships with all students, will students work harder in the classroom? An understanding of how teacher-student relationships develop is critical to answering that question. In this investigation, the authors follow a holistic case…
Descriptors: Teacher Student Relationship, Teacher Leadership, High School Teachers, High School Students
Reid-Griffin, Angelia; Sterrett, William; Stanback, Amatullah – Journal of Classroom Interaction, 2020
The practices of Project-Based Learning (PjBL) are known to be widespread and effective in both K-12 and higher education settings. There is still little research on how it can provide a community of engagement for middle school learners. This paper reports how engaging middle school learners in PjBL tasks influences the students' perceptions and…
Descriptors: Active Learning, Student Projects, Learner Engagement, Middle School Students
Stringfield, Samuel; Schaffer, Eugene; Devlin-Scherer, Roberta – Journal of Classroom Interaction, 2017
Quasi-experimental teacher effectiveness studies have indicated that properly designed staff development programs can lead to changes in teacher and student behavior and to gains in student achievement. Those studies involved workshop series led by nationally known scholars. Using instructors from varied backgrounds, the current study examined the…
Descriptors: Generalization, Behavior Change, Time Management, Teacher Effectiveness
Schaffer, Eugene; Stringfield, Samuel; Devlin-Scherer, Roberta – Journal of Classroom Interaction, 2017
Two years after participating in a replication of the Stallings Effective Use of Time (EUOT) Program, ten teachers were re-observed and interviewed to determine the extent to which they had maintained the measured changes in their behavior patterns. Subjects were selected for the follow-up from a 27 EUOT teacher sample based on having exhibited…
Descriptors: Staff Development, Teacher Behavior, Followup Studies, Inservice Teacher Education