This study examined the relationship between observed classroom behavior (teacher-pupil interactions) and reading achievement. An elementary school reading teacher and six students with different coping styles were observed six times in each of 41 classrooms during the school year. Pretest and posttest reading scores, a measure for socioeconomic…

The Carroll County (Georgia) Competency-Based Teacher Certification Project developed a measure of teacher effectiveness, the 341-item Georgia Assessment of Teacher Effectiveness, based upon five previously published classroom observation systems. Three concerns were drawn from the development of this instrument: (1) the reduction of observational…

Systematic classroom observation instruments were used to study the relationship between student coping style and student growth in reading. Classrom behaviors were recorded in the fall and the following spring with the Coping Analysis Schedule for Educational Settings (CASES). Data were analyzed separately for two types of classroom setings:…

Thirteen of the 41 classroom observation dimensions derived from Medley's review of teacher effectiveness reports were scored on the Georgia Assessment of Teacher Effectiveness. Subjects were 53 fifth and sixth grade teachers in language arts and mathematics. The dimensions were: large group instruction; group size without adult supervision;…

The major objective of the Carroll County Competency Based Teacher Certification (CBTC) Project is the development of a system for the recertification of teachers with classroom experience. A major goal is the development of a model for the identification and measurement of teacher competency areas; and the assessment of the extent to which these…

The relationships between Myers-Briggs Type Indicators (MBTI), 16 personality types, and 55 behavioral indicators of teacher competency were explored. Subjects were 103 classroom teachers, grades K-12, who were observed in regular classrooms during a two-year period using five objectively-scored, low-inference observation systems. These included…

Systematic classroom observation instruments were used to study the relationship between observed classroom behaviors--specifically student coping style and teacher control--and student growth in reading. Classroom behaviors were recorded in the fall and the following spring with the use of the Coping Analysis Schedule for Educational Settings for…

In a study of the relationship between teacher behavior and reading achievement, trained observers, using the Georgia Assessment of Teacher Effectiveness (GATE), observed 36 teachers and 820 students in grades five and six. The Iowa Tests of Basic Skills, Reading Comprehension subtest was administered and the socioeconomic status of each student…

As part of the Competency Based Teacher Certification Project in Carroll County, Georgia, large samples of elementary and secondary school teachers and students were observed during a two-year period. Four low-inference observation measures were used to record teacher behaviors and student-teacher interactions: (1) Teacher Practices Observation…

The reduction of data collected as part of the Carroll County, Georgia, Competency Based Teacher Certification Project is discussed. Data were collected on more than 1800 students in 59 classrooms (grades 1 - 12) during the 1974-75 school year. Data collected on teachers and students were reduced to classroom-level indices so that process-product…