"The Negative Impacts of Starting Middle School in Sixth Grade" examined whether placing sixth graders in middle schools rather than elementary schools affects their behavior and academic performance. The What Works Clearinghouse (WWC) has reservations about the results because they may be affected by differences between the research…

Learning of subject matter and acquisition of academically relevant skills are important goals in enhancing academic achievement in the classroom. The results of 22 experiments reviewed in this article support the validity of the academic performance targets but not classroom behavior targets. Some limitations on these conclusions are discussed.…

Before researchers can adequately establish empirical relationships between teacher behavior as an independent variable and student achievement as a dependent variable, when studying teacher effectiveness, they must deal with the problems of instrumentation, methodology, and statistics. (MM)

The research literature on measurement problems with such outcome variables as student on-task behavior, classroom disruption, and academic performance is examined. Focus is on how the problems relate to understanding the interrelationships among these common intervention targets. (TJH)

A cogent model of self concept may provide educators with the tools to predict and induce change in the classroom behavior of students. The nature of measurement operations, management operations and particularly, the relationship between self concept and behavior are delineated. Discussion focuses on how such behaviors are acquired, manifested…

Researchers have found no stable relationship between self-esteem and academic achievement or other desirable behaviors. In psychological studies, the most self-assured subjects were more likely to want to harm someone. Healthy self-esteem comes from achievement. Schools should support and promote accomplishment over "feel-good"…

Reviews research focusing on teacher influence on student academic outcomes. Findings on both sides of the issue are discussed; reasons for the indeterminancy of findings are specified; and relationships between presage, context, process, and product classroom variables are discussed. (RH)

Organizational differentiation of students is defined as the division of a student body into subgroups (classes, sections, streams) of a relatively permanent character for instructional purposes. A vast body of research exists on the effect of organizational differentiation, especially the effects of grouping according to ability. No coherent…

Reviews research on the relationship between school order and academic achievement. Emphasizes the need to distinguish between order that is the product of coercion, and order that is the product of self-discipline. (FMW)

Research studies concerning how nutrition affects educational performance are examined. From a developmental perspective it seems likely that the earlier the onset and the longer the duration of the nutritional deficiency the higher the probabilities of a cognitive deficit and poor school achievement in childhood and adolescence. (RM)

Studies published since 1965 on the relationship between classroom behavior and academic achievement are reviewed. Criteria are established for selecting the studies, the research is assessed, and recommendations for future research are made. (MH)

The study of teacher effectiveness is confronted by a number of problems that are generally associated with the conduct of behavioral research. It is possible in some instances to resolve or circumvent some of the current methodological stumbling blocks that tend to reduce the credibility of research findings. This paper discusses three…

Pearson correlation coefficients between first and second year classroom process data from the Texas Teacher Effectiveness Project are presented. These data are from 19 second and third grade teachers whose classrooms were observed during two consecutive school years. The stability of classroom behaviors varied greatly across the two years.…