An investigation of 17 second-grade and 17 fourth-grade classrooms was completed to determine the types of management behaviors teachers exhibited and the impact that these behaviors had on the teaching-learning environment for both teachers and students. Four hours of observational data were collected in each classroom. Data analyses indicated that the teaching-learning environment was greatly affected by the amount and quality of several teacher management behaviors. Teacher retreating, which is defined and discussed, was found to be a significant predictor of student off-task behavior. A detailed discussion of how the research findings can be used in teacher preparation programs is provided.

Based on a theoretical model developed by Schlechty, this case study focuses on a small high school, located on a college campus and designed to address the educational needs of gifted 9th-through 12th-grade students. Eight teachers who taught 9thand 12th-grade classes and their 60 students were observed. Each teacher was observed during six unannounced observational visits focusing on the characteristics of the learning environments in these unique classroom settings. The authors share insights gained from this case study that can help teachers as they develop learning environments in more traditional classroom settings.