Drawing on a four-year study of teacher explanation of skills and strategies during elementary reading instruction, this paper identifies and describes properties which distinguish the explanations of more effective teachers from those of less effective teachers. Excerpts of lesson transcripts are used to illustrate these properties. (Author/MT)

Examination of the content knowledge of six experienced secondary school physics and biology teachers through observation of instructional planning indicated that the influence of the teachers' subject matter knowledge was evident in their modifications of textbook subject matter content and through their use of explanatory representations.…

A comparative analysis of student-centered and teacher-centered instruction in two undergraduate college courses in educational psychology supported findings regarding learning and attitudinal differences favoring student-centered course sections over teacher-centered sections. (JD)

Practical argument is seen in contrast to logical argument as ending in an action, rather than a logical conclusion. Three case studies illustrate value conflicts revealed in eight student teachers' practical argument, and examine the resolution of those value conflicts in the concluding actions. (JD)

Explains and illustrates the features of practical argument engagement, noting it is one way to understand why teachers do what they do. Observations, interviews, and dialogs with teachers illustrate that, by working with partners to examine actions occurring in their daily work, teachers can enhance their capacity for reflection, change beliefs…

Teachers' thought processes in interactive class situations were analyzed. Interactive decisions are those teachers make during interaction with students and are made on the spot with limited reaction time for the teacher. This study shows types of reflections-in-action by inservice teachers. (JD)

Examined the role of classroom discipline in promoting student responsibility for the protection of learning and safety rights in Australian classrooms. Surveys indicated that students believed teachers reacted to classroom misbehavior by increasing their use of coercive discipline, which inhibited development of student responsibility and…

Examines Dutch teachers' views of their teaching responsibilities. Data from interviews with elementary and secondary teachers indicate that many teachers are fearful of moral issues that can arise in their classes, and they avoid situations in which they must settle disputes, handle inappropriate behavior, settle moral dilemmas, and judge what…

This article describes the development of a research-based teaching evaluation system including instrument development, content validation, and field testing. More than l,200 observations of teacher practice at all grades were made, and results support the instrument's value in teacher training, remediation, and evaluation. (Author/MT)

Study determined what parts of teacher behavior actually affect students and why students only pay attention at certain times. Researchers observed preschool teachers interacting with students, recording all behaviors. Results indicated only 58 percent of teacher behaviors were effective. The more cognitively complex demands ran greater chance of…

Explored the construct of extra-role behavior in schools, examining relationships between extra-role behavior and job satisfaction, self-efficacy, and collective efficacy. Surveys of elementary teachers highlighted three facets of extra-role behavior corresponding to three levels of the school system (student, team, and organization). There were…

To determine the effects of teaching experience on changes in accuracy of teachers' recall of their own and their students' specific classroom behaviors during teaching, researchers observed and interviewed elementary teachers with a range of experiences. Results suggested that teachers progressed in thoroughness of recall along different paths…

Follow-up study of the extent to which teachers implemented objectives of a course on microcomputer applications up to two years after they had taken the course indicated that school districts' investments in inservice education will have limited returns if they only provide the courses and neglect to anticipate or provide follow-up support.…

Examined teaching behavior in Dutch secondary schools in the early phase of an innovation promoting self-directed learning. Observation data indicated that teachers did not spend much time teaching students how to learn. Activating features of teaching were more predominant than the mere transmission of knowledge, but process-oriented teaching…

Discusses the paucity of research on teacher feeling and analyzes the nature and importance of teacher guilt. The paper examines persecutory and depressive guilt and discusses four guilt traps common to teaching (commitment to care, open-endedness of teaching, accountability and intensification, and persona of perfectionism), offering solutions.…