TEACHER-BEHAVIOR AND ITS EFFECTS

Assesses present and possible future process-outcome research, emphasizing methodological considerations. A case is made for compiling detailed normative data about classrooms, including explication and integration of process-process and process-outcome relations. It is suggested that large field studies addressed to classroom instruction in general will give way to studies designed with particular contexts in mind, using measures of both processes and outcomes (especially short-term outcomes) appropriate to these contexts. (72 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1979 American Psychological Association.