Student academic deficits and problem behaviors have long been demonstrated to be closely related. What is not as clear is the degree to which teacher behaviors are predictive of both academic and behavioral outcomes. Using direct observations of teachers in over 1500 unique elementary and secondary classroom instructional settings, rates of identified evidence-based teacher instructional behaviors were used as independent variables to predict both academic and disciplinary outcomes for students at the school level. Results showed that a school’s mean rate of teacher provided opportunities for student response and positive feedback during instruction were significant predictors for lower school-wide suspensions and higher percentage of students scoring in the proficient and distinguished level on state academic assessments. Implications of these relationships as a means of preventing student failure in school are discussed along with recommendations for future study.

中文翻译：

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对教师教学实践与全校纪律和学术成果之间关系的检验

长期以来，学生的学业缺陷和问题行为被证明是密切相关的。还不清楚教师的行为在多大程度上可以预测学术和行为结果。通过在1500多个独特的小学和中学课堂教学环境中对教师的直接观察，将已确定的循证教师教学行为的比率用作自变量，以预测学校一级学生的学术和学科成绩。结果表明，学校的平均教师率为学生提供了对学生的反应机会，并在教学过程中获得了积极的反馈，这是学校范围内停学率降低和学生在州学术评估熟练和杰出水平上得分较高的重要指标。