ABSTRACT
THE process/product paradigm for studying classroom communication has produced a “coherent body of knowledge linking teacher behavior to student achievement and (to an extent) student attitudes” (Brophy, 1979, p. 733). This research has provided the much needed credible evidence to teacher trainers combating the misguided assumptions of enumerable educators who feel that “good teaching is an art” and that “good teachers are born, not made” (for example, see Ebel, 1976; Fenstermacher, 1979).
