title: Teacher interactions in mainstream social studies and science classes.
abstract: This investigation was designed to change teacher-student interactions in middle school social studies and science classes. Eighteen of 35 teacher volunteers received a six-session inservice emphasizing teacher effectiveness variables. Results indicated significant differences between experimental and control teachers on a pre-post contrast, as well as on a follow-up (maintenance) contrast. Differential effects on the science and social studies teachers were seen. Similarities and differences related to student type, independent of the intervention, were obtained.
authors.affiliation: University of Houston.
authors.forename: M P
authors.initials: MP
authors.lastname: Brady
authors.forename: P R
authors.initials: PR
authors.lastname: Swank
authors.forename: R D
authors.initials: RD
authors.lastname: Taylor
authors.forename: J
authors.initials: J
authors.lastname: Freiberg
mesh_terms: D002648:Child; D003479:Curriculum; D006801:Humans; D008282:Mainstreaming, Education; D011361:Professional Competence; D011369:Professional-Patient Relations; D012054:Reinforcement, Psychology; D012586:Science