The purpose of this study was to review and analyze the strategies teachers use in order to develop positive teacher/student relationships in the classroom of a high-poverty, at-risk school district. The cross-case analysis was performed to determine teacher perceptions of their interactions with students and how they influence academics and…

The purpose of this study was to explore different interpretations made through the dialogic interplay of a classroom ethnographic researcher (contextual researcher) and a research analyst (peripheral researcher) as we collaborated on interpretations of data from an elementary school classroom. Using sociolinguistic discourse technique, we…

This study was conducted to determine how various teaching behaviors influence students' emotional and cognitive experiences in class, and how these experiences relate to students' use of cell phones while considering contextual factors that might influence this outcome. Two hundred and seventy-four students responded to questions regarding their…

All too often, managing a classroom means gaining control, dictating guidelines, and implementing rules. Designed for any teacher struggling with student behavior, motivation, and engagement, "Developing a Learning Classroom" explores how to create a thriving, learning-centered classroom through three critical concepts: relationships, relevance,…

This manuscript addresses how post-secondary educators can enhance their teaching effectiveness and student learning outcomes through student assessment. Highlights will include evidence-based practices, teaching style, methodology, and the use of assessment data for university instructors. Primary focus will be data obtained from key stakeholders…

This article describes a cohesive theory of classroom management, developed by the author. This "three Fs" theory, predicated upon extant empiricism and scholarship vis-a-vis classroom management, was devised and implemented over several semesters within a field-based course at the University of Texas at Austin for preservice mathematics majors…

Teachers continue to report that classroom management is one of their greatest challenges in the classroom. Classroom management involves teacher's efforts to oversee classroom activities such as learning, social interaction, and student behavior. In this study, we examined the relationship between sources of teachers' certification (traditional…

The effects of two patterns of teacher behavior on student behavior were investigated, using eight elementary teachers (grades 1-5) and their 250 students. The teacher behavior was conceptualized in terms of the amount of restriction placed on the activities of science students. Fifty students were randomly assigned, with equalizing restrictions…

On the premise that "anxiety" and "achievement motivation" may be indicative of coping strategies, questionnaire measures of these traits plus academic tests were administered to 956 British pupils taught by teachers representing formal, informal, and mixed teaching styles. For part two of this study, classroom behavior, see AA…

During a year-long study, the social settings in a grade 3 and grade 4 classroom were examined to determine the effects of the communities on what and how the children read for leisure. Maps of the actual physical setting of the school and classrooms were made, typologies or classifications of the social structures in the class and school were…

A profile of a male sixth-grade teacher is presented with the objective of demonstrating how his perception of his class determined his decision making and leadership style. The teacher was observed over a full school year. This teacher perceived his class as a cohesive, interacting group and he, as its leader, demonstrated the behaviors he wished…

Using a behavior observation schedule, classroom behavior was investigated in relation to pupils' level of anxiety and achievement need, which were hypothesized to be indicative of coping strategies. Subjects were 104 British students (ages 10-11) in formal and informal classrooms. For part one of this study see AA 532 922. (Author/SJL)

Results of a study of 21 biology teachers in England indicate that classroom behaviors result from a complex interplay of both verbal and nonverbal elements of communication. By manipulating certain nonverbal behaviors, it might be possible to control verbal and social interactions. (Author/KC)

This document reports on an observation instrument and data obtained over 2 years as part of the national evaluation of project Follow Through. Data was collected from 70 kindergarten and first grade classrooms involved 7 different experimental programs and including 2 comparison (control) classrooms. The primary instrument used to measure teacher…