The quality of classroom interactions has typically been studied using aggregates of ratings over time. However, within-day ratings may contain important variability. This study investigated within-day variability using the NICHD Study of Early Childcare and Youth Development's observational data during grades 3 and 5. The first question examined…

The relationship between teacher mobility and student behavior is examined, and findings note that inappropriate behaviors decrease as teacher mobility (change from the front of the room) increases. Student/teacher interactions also increase as teachers move about the room. (CL)

The results of a three-year study designed to identify sets of teaching skills necessary to meet the demands of a fourth-grade classroom environment are discussed. (LH)

Discusses literacy experiences in a multiage classroom, noting different kinds of groupings and showing how the teacher grouped and regrouped the children on a typical school day. Argues that flexible grouping is an effective organizational approach appropriate to any classroom. (SR)

Discussing research on the effects of developmental differences, task characteristics, teacher feedback, and classroom management and organization on children's perceptions of their abilities, this article speculates on whether and how these perceptions influence children's behavior. (Implications of this research for classroom practice are also…

The author proposes to student music teachers some preventive discipline measures which emphasize establishing credibility with students through one's own physical image, fairness, and willingness to share agendas with the class. (SJL)

Presents ethnographic data drawn from observation of three elementary school classes in Kiryah, a development town in Israel. Determines that pupils' classroom seating expresses teachers' behavior patterns, which are said to derive from external social and professional frames of reference. (KH)

Investigated whether teachers involved in a classroom management inservice program would demonstrate more of the recommended teaching behaviors than teachers not so trained, and whether students in the classes of those teachers would spend more time engaged in appropriate learning activities than those in other classes. (FL)

A summary of the results of three studies, sponsored by the National Science Foundation, is given. Findings related to content, instructional organization and style, and teacher factors are discussed. (MK)

Because the first days of school are considered crucial to the establishment of a well-run classroom, this study observed 28 third-grade classes during the beginning of a term, identifying successful teacher behaviors in making introductions, presenting rules and procedures, monitoring the classroom, and analyzing and regulating student behavior.…

The author highlights research findings on the behaviors and personal characteristics of teachers which raise student achievement. These include warmth, interpersonal communication skill, orderliness, flexibility, acceptance of students, and sincerity. (SJL)

In this ethnographic study, four context variables emerged as having importance for teacher behavior: lesson type (new material, continuing topic, review); subject matter; size of instructional group (whole class, small group, individual); and time of day or week. Teacher behavior categories analyzed were: diagnostician, designer, facilitator,…

In a small secondary school in rural Georgia, this study sought to identify sample classrooms perceived by students and teachers as varying substantially in environmental robustness and to observe these classrooms to describe and contrast their structural features. Identified characteristics of high- and low-robustness classrooms are listed and…

Historical information about how teachers have taught over the past century was reviewed to determine what patterns of teacher behavior have persisted over time, despite reformers' efforts to change them. Although there were periods of change during the 1920s and the 1960s, teacher-centered instruction reasserted itself after reform efforts…

To explore the noncognitive impact of teachers on their students, a review of teacher behaviors and interpersonal variables influencing teaching effectiveness is presented. Four pupil traits are explored--sex, social class, achievement level, and classroom seating--which relate to discrepancies in the frequency and quality of teacher behavior.…