Multitiered systems for supporting students' behavior in schools rely on teachers using generally effective classroom management strategies, such as Tier 1 practices. However, few tools exist to easily assess classwide Tier 1 practices. In this brief report, we describe one potential tool, the Classroom Atmosphere Rating Scale--Brief (CARS-B) and…

Purpose: This study focused on identifying measurable constructs of a restorative classroom and appropriate metrics to measure those constructs through content validity analysis of a direct observation tool. The tool was designed to assess restorative practices implementation in the classroom in the context of professional development supporting…

Purpose: Our study focused on identifying measurable constructs of a restorative classroom and appropriate metrics to measure those constructs through content validity analysis of a direct observation tool. The tool was designed to assess restorative practices implementation in the classroom in the context of professional development supporting…

The purpose of this qualitative study is to shed light on elementary teachers' perspectives on their sense of well-being, with emphasis on contextual factors that promote or block their sense of well-being. Data were collected through background questionnaires, teachers' journal writings, and interviews with teachers. Findings reveal that…

In the current study differences between primary school teachers classified as high-performing in their implementation of cooperative learning (CL) in their classrooms and teachers who were less successful in implementing cooperative learning were investigated. The levels of implementation of cooperative learning differed significantly between…

Whole-school or whole-class programs designed to promote positive behavior can enhance the likelihood that effective teaching and learning occur for all students. This practice guide is intended to help elementary education educators, as well as school and district administrators and parents, implement and support effective prevention-focused…

Teacher evaluation is at the center of current education policy reform. Most evaluation systems rely at least in part on principals' assessments of teachers, and their discretionary judgments carry substantial weight. However, we know relatively little about what they value when determining evaluations and high stakes personnel decisions. The…

This study investigates the notion of "inspiring" teaching. The research was commissioned by CfBT as part of a collaborative professional development initiative involving its schools. It arose from headteachers' suggestions that schools nominate a number of "inspiring" teachers so that their practice could be studied and the…

An assessment of instruction of reading groups by female elementary teachers showed the teacher's increased positive regard for students was translated into classroom behavior which elicited higher levels of cognitive functioning from the students. (Editor)

A SAMPLE OF 76 TEACHERS AND THEIR PUPILS, GRADES 1 AND 3, WAS USED IN THIS STUDY TO EXAMINE (1) RELATIONSHIPS BETWEEN SPECIFIC TEACHER MEASURES AND PUPIL (CLASS) CHANGE AND STATUS MEASURES, (2) CONSISTENCIES AMONG MEASURES OF TEACHER BEHAVIOR, (3) RELATIONSHIPS BETWEEN TEACHER BEHAVIOR AND TEACHER TEST DATA, AND (4) SPECIFIC TEACHER-PUPIL…

The purpose of this study was to determine whether the Utah State University Protocol Modules that are designed to improve the classroom management skills of elementary teachers brought about significant changes in the teacher use of these skills and also changed the amount of on-task and disruptive behavior of pupils in their classes. (Author)

In this study, findings consistently support the hypothesis that cognitive style has the most impact during initial learning. (MM)

A self-observation training program developed for teachers was tried out with a group of intern teachers. After some modifications of the program, the effects of the training on selected teacher and student behaviors were assessed by two experienced elementary teachers. Changes in three teacher behaviors (contingent praise, positive nonverbal…

DEFINING AND DESCRIBING GOOD TEACHING AND THE PROCESS BY WHICH IT CAN BE DETERMINED WITH RELIABILITY WERE THE GOALS OF THIS STUDY. CHARACTERISTICS OF GOOD TEACHERS WERE DIFFERENTIATED, TEACHING ACTS OF GOOD TEACHERS WERE DEFINED, AND AN OVERALL DESCRIPTION OF GOOD TEACHING WAS DEVELOPED. AS A RESULT OF THE STUDY, A MODEL FOR GOOD TEACHING WAS…

A three-part method of teacher supervision is based on a developmental approach to early education. The method assumes that children learn by interacting with their environment and respond to the educational environment differently, according to their individual backgrounds, temperaments, and learning styles. An observational record, written by a…