A model is used to show that teaching behaviors which influence student learning have five interrelated functions: diagnosis, prescription, presentation, monitoring, and feedback. Fourteen major findings from field research report relationships between academic learning time and student achievement, and a relationship is shown between teaching…

The effects of cognitive style matching on achievement in language arts and its relationship to student teacher interaction were investigated in a study. Cognitive similarities of teachers and students were associated with some interaction patterns but not with student achievement. (JN)

The problem of obtaining reliable descriptions of classroom events is examined. Using sampling theory, the amount of classroom time to be sampled and observed to obtain precise descriptions is analyzed. Results suggest that previous studies of classrooms have used inadequate samples to estimate the behaviors of teachers and students. (JN)

Two low-inference teacher clarity variables, vagueness terms and mazes, are discussed in terms of their effect on student achievement and on student perception of lesson effectiveness. Results indicate that high frequencies of teacher vagueness terms inhibit student achievement and cause students to perceive the lesson as ineffective. (Authors/JN)

A study examined the effect of varying degrees of feedback on students' perceptions of classroom climate and the resulting reactions toward school. Students involved in feedback intervention showed positive gains in their attitudes toward the school environment. The Group Climate Survey given to the students is appended. (JN)

An ethnographic study of instructional processes in a college class resulted in identification of the instructor's roles and various teaching methods. Positive classroom dynamics were found to be related to the instructor's willingness to help students comprehend difficult lessons. (JN)

Goal setting is examined as an influence on student learning and self-evaluation. Goal setting results in increased motivation, on-task behavior, effort, and persistence and conveys information concerning individual performance capabilities and personal accomplishments. (JN)

The effects of a Teacher Corps training program on the classroom skills of graduates, and the relationship of classroom process variables to pupil growth in reading and self-concept are examined. (JMF)

The relationship between dimensions of classroom environment and off-task behavior among kindergarten students engaged in academic activities is studied. Evidence is presented substantiating the importance of signal continuity in maintaining students' task-oriented behavior. (JMF)

The student initiated classroom interaction (SICI) schedule was used to measure interracial attraction in desegregated classrooms. Verbal initiations and student friendship choices across race and sex were examined in 41 seventh and eighth grade classrooms in Indianapolis, Indiana. (JN)

The major difference between individualized and traditional instruction methods is the pattern of student interaction with the teacher, with the classmates, and with the learning materials. (JN)

This report presents an analysis of data from an experimental study of teaching effectiveness. Results indicated that both the format and the experimental treatment influenced classroom processes. (JN)

An analysis of studies on teacher clarity reveals five components: (1) understanding; (2) structuring; (3) sequencing; (4) explaining; and (5) presenting. Three additional dimensions to be considered are rater qualifications, teacher dynamism, and student opportunity to learn. (CMJ)

The relationships among self-concept, classroom interaction, and academic achievement were investigated in this study of preadolescent elementary school students. Results indicate that the low self-concept students showed more social withdrawal, academic difficulties, and inappropriate attention than did students with high self-concepts. (JN)

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)