Much has been written in the grading literature regarding the continued use of traditional teacher grading practices that impede effective teaching and learning, yet teachers continue to assign grades using a mixture of factors. The purpose of this mixed methods study was to explore secondary teacher perceptions of their grading practices, the…

The writers describe how apparently ordinary decisions about what to say when talking with children can have substantial effects on their learning and development. The language we use with children influences, among other things, who they think they are, what they think they're doing, the relationships they have with others, the strategic…

The National Council of Teachers of Mathematics' "Principles and Standards for School Mathematics" outlines fundamental elements that are crucial for creating a problem-solving and inquiry-driven classroom learning environment that highlights conceptual understandings of mathematics ideas. Even though this document outlines…

This exploratory study examined teaching behaviors, attitudes, and beliefs (referred to as tasks) that reflect potential competencies for online teaching success. In this study, teaching tasks are those tasks performed during course delivery. A 7-point Likert scale survey instrument was constructed and distributed to experienced online faculty and…

The improvement of teacher education in Russia to make it more appropriate to current conditions must involve changes in both techniques and the presentation-of-self of the teacher. The development of the schoolteacher as the carrier of socially and professionally significant abilities is a key task of pedagogical education today, one that is…

Many reform initiatives adopt a reductionist, proceduralized approach to cultural change, assuming that deep changes can be realized by introducing new classroom activities, textbooks, and technological tools. This article elaborates a complex system perspective of learning culture: A learning culture as a complex system involves macro-level…

A teacher faces hostility from certain colleagues who view his decision to attend a controversial lecture as tantamount to the repudiation of the principle of inclusive education and the rights of students with disabilities. The teacher sees the proposed boycott of the lecture as a form of censorship threatening freedom of inquiry and critical…

In this article, I discuss children's habitually underestimated agency capabilities in school life, including their potential as political subjects. Here, I present a description and analysis of an episode that took place in 2004, at a primary school located in a working class neighbourhood of Greater Buenos Aires, Argentina. On this occasion, a…

While acknowledging that value judgments are unavoidable in teaching, argues that teachers should pursue an ideal of objectivity as part of their general commitment to rationality. Contends that values may legitimately enter into instruction in terms of methodological norms, but that substantive value judgments should be limited. (WL)

Three premises underlie the practice of microteaching: that much of teaching consists of behaviors, that the total performance can be broken into smaller pieces of behavior with little consideration given to the relationship between these parts, and that of a teaching performance can be usefully analyzed without consideration of what precedes or…

Presents a classic article published in this journal in March 1973, which warns against systems of instruction that require servility and obedience on the part of the teacher and the child alike. Advocates constructive change, in the belief that teaching and instructional programs need to stem from learners' own experiences and their actions and…

Presents the response of five Reading Recovery teachers to an article in the same issue of this journal by Bonnie L. Barnes critiquing Reading Recovery. Offers Barnes' answer to their response. (SR)

This bulletin is one of four containing reprints of working papers used in developing the teacher performance specifications for the Georgia educational model for the preparation of elementary school teachers (ED 025 491). "Teacher performance specifications" are defined as descriptions of behaviors regarded by the Georgia study as…

Reflects on the author's training as a Reading Recovery teacher and examines her uneasy feelings about this highly acclaimed program. Notes that teachers do not have a voice in their training and that students do not have a voice in their Reading Recovery lessons. (SR)

Discusses 3 different categories of literacy programs discerned in observations of 37 kindergarten classrooms over an 8-year period: maturationist teachers, basal teachers, and emergent literacy teachers. Provides perceived rationales for the existence of these categories. (SR)