This study explores preservice teacher attributions to children's behaviors portrayed in specific emotion-laden school scenarios. Participants included 178 preservice teachers from three universities. The preservice teachers viewed video vignettes of Black and White child actors in six different school scenarios. Our team constructed two themes…

This article focuses on the teacher community as an agent of school development, and in the context of teacher engagement in new educational practices, it discusses how school change can be analyzed as a process of creating and transforming professional knowledge (orientation pattern). The qualitative research was conducted in 2015-2016 at 12…

Students' opportunities to learn how to think are embedded in the instructional tasks with which they are invited to engage in the classroom. Prior research has revealed that the selection and use of cognitively demanding tasks does not guarantee high-level student thinking during their enactment. To address this challenge, we designed and…

Although U.S. schools typically express commitment to preparing students for the responsibilities of democratic citizenship, most American youth are socialized for adult civic life by an institution that defines them as passive and subordinate and treats them in ways that are anything but democratic. In contrast to such counterproductive…

This study builds on previously established attribution-affect linkages in an effort to better understand teachers' evaluative reactions to student success and failure. As predicted, the affective reactions of teachers indicate that they are more willing to accept personal responsibility for certain kinds of student outcomes than others. (Author)

Observations were made of instructor-student classroom interactions at the collegiate level. Professors interacted differentially at a significant level with minority versus non-minority students in the majority of the behavioral observations, and the instructors had significantly lower academic expectations of undergraduate minority students…

Teacher-student interaction patterns in 12 third-grade mainstreamed classrooms were observed with four groups of students: nonhandicapped high achievers, nonhandicapped low achievers, learning disabled, and behaviorally handicapped. Although the behaviorally handicapped students were treated differently by their teachers more frequently than the…

Students rated domain-appropriate teacher responses to transgressions higher than domain-inappropriate or domain-undifferentiated responses. In addition, students generalized their ratings of teacher responses to their ratings of the teachers. (Author/BW)

Forty-seven learning disabled and low-level readers were assigned to reading instruction programs on context cue use differing only in extent of student control of determination of errors. Students high in internality benefited more from instruction in which they determined response correctness; students low in internality benefited from…

Sixth- and seventh-grade teachers were trained to maintain an average teacher wait time of three to five seconds during mathematics and language arts lessons. Longer waits were associated with higher achievement, improved teacher and student discourse, and greater time spent in cognitive processing. (GDC)

Planning, teaching, and post-lesson reflections of three student teachers of mathematics were compared with those of three cooperating teachers with whom the student teachers were placed. Differences were accounted for by the assumption that novices' cognitive schemata and pedagogical reasoning skills were less well-developed than those of expert…

Stability from morning to afternoon and from year to year of 25 kindergarten and first grade teachers was examined for time and frequency of interactions during reading, story reading, and all instruction. Possible reasons for the lesser stability of first grade teachers are discussed. (SLD)