This study investigates the relationship between teacher verbal maze rate and student learning and the threshhold levels of maze rate on the perceived quality of teaching. The direct and mediated effects of maze rate on achievement are examined. A randomized group design with ten levels of the independent variable teacher maze rate was used. There…

Describes a study which investigated whether differences in teacher verbal interactions with students are a function of achievement expectations and sex differences. Ten fourth grade social studies teachers and 120 students were observed using the Brophy-Good dyadic observation system. Results indicated that achievement expectations, but not sex,…

THIS STUDY WAS CONDUCTED TO DETERMINE THE RELATIONSHIP BETWEEN THE VERBAL BEHAVIOR OF STUDENT TEACHERS AND THE ACHIEVEMENT AND SELECTED ATTITUDES OF EIGHTH GRADE STUDENTS. TEN STUDENT TEACHERS PARTICIPATED IN A WORKSHOP DESIGNED TO PREPARE THE STUDENT TEACHERS TO TEACH SCIENTIFIC INQUIRY. THE STUDENT TEACHERS WERE RESPONSIBLE FOR TEACHING A…

Predictions from Anderson's theories of structured communication were tested in grade eitht biology classes. Students given verbal instruction with a high degree of structure performed better on acquisition tests than students receiving less structured lessons. (AL)

This report summarizes the results of seven observation studies concerning teacher behavior, learning activities, verbal communication, the effect of teacher behavior on pupil achievement, training programs in interaction analysis, and children's interest in elementary social studies. Discussions and recommendations based on the research data are…

This study investigates those features of adult-child verbal interaction which are associated with high verbal ability. These aspects include: (1) Who initiates adult-child dialogues? (2) How long are they? and, (3) What are the parent's attitudes toward school achievement? (JM)

This study was concerned with investigating patterns of verbal interaction of teachers and students who were matched and mismatched in field dependent and field independent cognitive styles. The first objective was to answer the general research question: Is there a difference in the patterns of dyadic classroom interaction when the teacher and…

A study tested two hypotheses: (1) that an inservice training program will alter teacher verbal behavior and (2) that this altered behavior will be associated with increased pupil achievement. Subjects were elementary teachers in two buildings, one the experimental (23) and one the control group (20) and their pupils in grades 1 through 5 (596…

This document describes the construction, implementation, and implication of selected high inference measures applied in a study of teacher effectiveness in the third, fourth, and fifth grades. Selected independent variables served as hypotheses regarding which behaviors are likely to occur during concept instruction and which are likely to be…

The purpose of this study was to extend a relationship between teacher verbal rewarding and punishing behavior and subject matter growth previously obtained with middle-class postprimary children, with a different population; namely, first-grade, lower-class children. The subjects were 366 children and 20 teachers from first-grade classes…