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In further exploring the relationship between teacher behaviors and student learning, this study, part of the National Study of Student Learning, examined how teacher organization and preparation and teacher skill and clarity influenced the development of general cognitive skills in the first year of college. A sample of 2,302 students attending 18 diverse four-year institutions from 15 states throughout the country participated. Data collected in Fall 1992 included a precollege survey that gathered information on student demographic characteristics and background, as well as aspirations, expectations of college, and items assessing orientation to learning. Students also completed the Collegiate Assessment of Academic Proficiency (CAAP) measure. A follow-up testing took place in Spring 1993. Results showed that, when controlling for precollege cognitive level and academic motivation, the average cognitive level of the incoming class at each institution, ethnicity, gender, age, level of enrollment, work responsibilities, and course-taking patterns, the extent to which students judged the overall instruction as high in teacher organization and preparation was significantly and positively associated with end-of-first year reading comprehension, mathematics, critical thinking, and composite cognitive development. Additional analysis suggested that the net cognitive impacts of teacher organization and clarity were general rather than conditional. (Contains 47 references.) (a) NSSL Deliverable Yr 4, Qtr. 3 EFFECTS OF TEACHER ORGANIZATION/PREPARATION AND TEACHER SKILL/CLARITY ON GENERAL COGNITIVE SKILLS IN COLLEGE*
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