This article is a rejoinder to TM 501 395. (RC)

For a rejoinder to this critique, see TM 501 396. (RC)

A test battery was developed to measure teachers' multiple attention and vigilance skills. These are believed to be related to successful classroom management. Measurements were compared with observed teacher management behavior. (RB)

Knowledge of a teacher's conceptual system can be used to predict teaching styles in the handling of information and the applying of sanctions. (DG)

Children and teachers were observed during free-play periods to study the relationships among children's locus of control, children's behaviors, and teacher-child interactions. Results indicated no significant relationships between children's behaviors and locus of control. Teachers reinforced task and peer involvement in internal children and…

Examined teacher-sex differences in attitudes and behaviors toward male and female pupils. Observation data suggested that boys receive more reprimands than girls and that female teachers were more positive than male teachers in their attitudes and behaviors toward their pupils. (Author/PN)

A slightly modified Flanders interaction coding system was used to code teacher verbal behaviors with reference to the ethnicity of the student to whom each behavior was directed. A number of statistically significant, substantial and pedagogically important disparities in teacher behaviors were directed toward Mexican American and Anglo students.…

Microteaching experience was sufficient to train graduate education students to a significant level of competency. However, once they moved into a regular student teaching setting, their exhibition of the original target skills was dependent upon intervention by their cooperating teachers. (Author/MV)

Elementary school teachers were interviewed about the decisions they made during previous lessons. Three hypotheses were developed: (1) teachers' interactive decision making (IDM) is grounded in the lessons and subordinates' cognitive representations of the activity; (2) IDM moves a lesson to completion; and (3) decision rules support this…

Thirteen primary teachers provided information on 321 students concerning the students' temperament characteristics, school performance estimates, and classroom management decisions. Factor analysis of the temperament measures yielded three independent factors: Task Orientation, Adaptability, and Reactivity. A strong and consistent relationship…

Data collected on 25 ways teachers interact with first-grade students participating in reading groups within intact classrooms were analyzed with class mean analyses and two types of within-class analyses. A large number of statistically significant relationships occurred only at the student-within-reading-group level. (Author/GK)