The degree to which achievement motivation can be increased is strongly dependent upon the quality of teacher-child interactions. This study uses the Responsive Classroom Observation Schedule to measure those interactions, essential for developing a healthy student self-concept, which in turn is an essential component of the motivation to achieve.…

Experimental teachers receiving feedback concerning teaching skill were more effective than control teachers in controlling their own behavior and reducing learner inattention. The experimental teachers were also more effective in their ability to diagnose more often, to employ appropriate diagnostic procedures, and to assist students in mastering…

Presented is a review of past research on the effects of teacher behavior on student achievement and attitudes, along with implications for special education programs. (DLS)

Teaching styles in New Zealand and Queensland, Australia, are considered within the framework of basic value orientations--industrial, social, academic, and humanistic. (Editor/RK)

Learning and teaching styles are discussed, the relationship between pedagogical theory and teaching methodology is described, and ways of organizing the educational process to take into account individual variation are specified. (Author/DB)

Describes the structural characteristics of instructinal tasks and their influence on the types of control teachers exercise. Attempts to detail the relationships between task organization and leadership behavior in the classroom setting. (Author/RK)

The long maintained tenet that vocational agriculture teachers are overall a contented group with high moral was not supported by a study examining the relationship between Virginia first-year agricultural education teachers' morale and their classroom behavior. The methodology, results, summary, and implications are reported in this article. (BM)

Results of this experiment indicate that negative first impressions of a teacher have a significant effect upon the classroom climate. (RW)

Discusses Neville Bennett's research in "Teaching Styles and Pupil Progress", which addresses itself to classroom-related issues and uses the current practice of teachers as a basis for clarifying them. (Author/RK)

Recalls the atmosphere of teaching college in the 1960s. (SRT)

Assesses the overall impact of the University of Illinois at Urbana-Champaign microteaching model as perceived by secondary teacher candidates. Reports that teacher candidates found the model effective for improving their understanding of the different teacher- and learner-centered teaching techniques. (MM)

This article examines how the academic backgrounds of four new history teachers (anthropology, political science, American studies, and history) influence their lesson planning and teaching styles. The implications of this research for teacher education and research on teaching are considered. (JL)

The Dr. Fox effect is defined as the overriding influence of instructor expressiveness on students' evaluations of college and university teaching. Studies of this effect are reviewed, and the implications for the value of student evaluations of teachers are considered. (SLD)

Reports a research project on a Teaching Assistant (TA) training program. Indicates that the TAs and their students have many of the same expectations of what a college classroom should be. Engages TAs in classroom research to show them how to teach. (JK)

Examines university-level French students trained to use effective reading strategies and skills. Results indicate that, although the trained students demonstrated better reading comprehension than did their untrained peers, the variables of teaching methodologies and cognitive styles significantly affected the outcome. (Author/CB)