This causal comparative study explored the relationship between racial consciousness and the beliefs and instructional behaviors of White teachers. Through this research, I aim to address the existing gap between preservice teachers and White faculty members, shedding light on the dynamics in K-12 classrooms. This examination was framed within the…

Although bullying behaviors can occur in many different contexts, classroom teachers must be equipped with the knowledge and skills to address these behaviors in a classroom setting. Every classroom can benefit from routines and structures that allow students to feel safe, valued, and able to participate fully. However, the types of routines and…

Every day in K-12 classrooms across the country, teachers are struggling to keep their students focused and on task during instructional time. There are hundreds of theories floating around about how to manage a classroom effectively, but nothing is as simple or as effective in engaging students as the physical presence of the teacher (Brophy,…

Many K-12 art teachers have rich artistic backgrounds and continue to be active as artists in spite of the challenges of time, energy, and stereotypes that insist a real artist would not teach. This article describes a research project that examined the educational dynamic engendered by teachers who are also artists. We interviewed and observed…

Teachers of gifted students should operate within a flexible, team-organized framework that exemplifies adult collaboration, overseeing a multiaged heterogeneous pupil grouping system. Teachers should exhibit enthusiasm, self-confidence, "stage presence," commitment to their own learning, and unique professional styles. (CL)

Special education teachers should demonstrate to their students that reading and writing are purposeful and enjoyable activities. Physical environment, assignments, and teacher behavior all demonstrate attitudes about literacy. (CL)

Examines classroom rules and how they work. Classroom rules are not merely instrumental management tools, but structures of meaning used by teachers and students to comprehend daily living. As students embrace or reject rules, they engage in short-term behaviors and in far-reaching ways of thinking about themselves and the world. (22 references)…

This paper summarizes research conducted to assess how and to what extent teachers actively use and manipulate the physical classroom learning environment as part of their instructional design. A structured interview and participant observation were used to gather data from several teachers at all grade levels, including national board certified…

Suggests tips for maintaining discipline in secondary music classes. Tips cover teacher behavior, classroom organization, and lesson pacing. (AM)

Constructs a theoretical model for analyzing the social context and genesis of teacher and student classroom-coping strategies. The author develops the model by integrating the macrofactors identified by Andy Hargreaves and the microfactors identified by Peter Woods that influence classroom-coping strategies. (AM)

Contrary to conclusions made from previous research findings, teachers can accurately report their own behaviors under certain conditions. Continued research into conditions that influence accuracy in teacher self-reports is needed. (CJ)

Describes tensions of teaching and effects they might have on experiences of the classroom. Values, knowledge, time, audience, rewards, standards, evaluations, privacy, and the situation of teaching are some of the elements among these tensions. Suggestions are made for behaviors teachers can bring to the classroom that explore and use tensions to…

Classroom management may be the most fundamental and most difficult task the teacher performs. A search of the literature reveals at least five rather different definitions of classroom management that represent particular philosophical approaches: 1) the authoritarian approach, 2) the permissive approach, 3) the behavior modification approach, 4)…

Argues that early classroom experience can be regarded as a "hidden pedagogy" which exerts a stronger influence on new teachers' perceptions of their jobs than the ideas taught in teacher education programs. Teachers believe that to be successful they must establish classroom control and maintain the privacy of the situation. (AM)

Reviews research concerning how teachers determine the content their students learn and discusses both the conscious decision making involved in selecting curriculum and the unwitting reductions and distortions introduced into intended curriculum in the process of attempting to teach. (Author/MP)