Success Strategies of Inner-City Teachers: A Year-Long Study

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Abstract
This study is a replication and expansion of an earlier study. The classroom interaction of "best" and first-year teachers in two urban junior high schools was analyzed over the course of a school year. The Hint interaction analysis system and anecdotal records were used to collect data. Differences between groups at the start of the year related to climate-setting behaviors; at midpoint, to reinforcing behaviors; at the year's end, to control, discipline, and immediate feedback behaviors; and throughout the year, to motivating behaviors. New teachers had discipline problems which continued to grow as the year progressed. They used more direct behaviors than "best" teachers, who maintained control all year and used more indirect behaviors.

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