Teacher power is a crucial component in understanding power dynamics in classroom discourse. Using Schrodt et al.'s typology of power bases as a lens, this qualitative case study discovered that teacher participants used hybrid forms of power when interacting with their college students in one block-section class in the Philippines. Moreover, the…

This paper reviews some of the approaches and challenges to defining and assessing classroom-related dispositions in preservice teachers. 148 preservice teachers enrolled in a teacher preparation program were asked to complete an online survey relating to specific classroom-related dispositions that should be assessed, and at what point in the…

Currently, much debate exists nationally regarding how to define and measure teacher effectiveness. Educators and researchers agree that adaptability is an important aspect of teacher effectiveness. Teachers must adapt their instruction to navigate the complexity of classroom instruction. However, little research has specifically examined teacher…

This study focused on the differentiation practices of second- and third-grade teachers in mathematics and reading comprehension lessons. Preconditions for differentiation, classroom organization, and how teachers dealt with students of different ability levels were investigated through observations, using a time-sampling instrument. Data of 43…

Process-product research in which the investigator observes in teachers' classrooms and tries to relate process measures of teaching behavior to product measures of student outcome has face validity appeal and common sense logic. This research approach appears to be the simplest and most direct way to identify teaching behaviors which discriminate…

To increase the academic achievement levels of its students, the District of Columbia Public Schools adopted a teacher training model known as Academic Learning Time. A description of the training of observers and teacher trainers is included. (Author/DF)

Training techniques used by five trainers conducting a workshop on changing teaching behaviors were studied to discover methods for examining trainer behaviors. Four observation methods were used. Results are discussed. (Author/DF)

Results are presented of a meta-analysis of a review of studies on the effects on academic achievement associated with matching students and teachers on field dependent-independent cognitive styles. A slightly higher level of achievement by students was noted when cognitive styles were matched. (JD)

Classroom verbal behaviors of 33 elementary student teachers were correlated with second, third, and fourth grade pupils' evaluations of teaching performance. Results revealed that teachers who were more indirect in classroom interaction received significantly higher ratings from pupils on classroom procedures and interpersonnal skills. (JD)

Hearing impaired students who are mainstreamed often encounter problems in dealing with the usual flow of classroom communication. To examine the effect of action zone phenomenon, six mainstreamed classes were observed and coded for location of student-teacher interactions. Results and discussion are presented. (Author/DF)

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.…

This study examined teaching practices in four suburban high school advanced placement (AP) American History classrooms using case study methodology. Results indicated that more effective teachers distributed and asked more questions, had higher engagement rates, had greater feedback on assignments, and had greater participation and success rates.…

Interviewed elementary school teachers of culturally diverse students to explore the relationship between life experience and pedagogy. Teachers' pivotal life experiences focused on teacher and student relationships. Teachers had fashioned their teaching styles and practices after their own backgrounds and had discovered the duality of personal…

A 1957 book by Timothy Leary presented a model for interpersonal behavior. Dutch researchers have worked on using the model in educational research and teacher education. The paper discusses results of a research program which studied student and teacher perceptions of interpersonal behavior, teacher communication styles, and student outcomes. (SM)

Describes a Dutch study of changes in teacher communication styles during their careers, combining findings from longitudinal and cross-sectional analyses of teachers' and students' perceptions of teacher interpersonal behavior. Survey results indicate the changes are found mainly in dominant behavior, whereas cooperative behavior remains…