Surveys and observes highly effective primary-level teachers. Describes their classroom characteristics and instructional practices, particularly the deliberate and well-planned integration of explicit skills instruction and authentic reading and writing experiences. (SR)

An effort to increase the implementation of effective instructional methods of school discipline and the promising results from the first year of implementation of the Safe and Responsive Schools Project are described. Results provide some evidence that school discipline need not be equated with punishment and exclusion. (Contains references.)…

Shares the observations of an educator visiting a high school classroom. Comments on how planning can support students' initial responses and their deeper thinking. Argues that teachers of literature can be both intuitively planful and planfully spontaneous in providing students with powerful language tools for shaping personal meaning. (MG)

This paper reviews teaching strategies that may facilitate independent performance on the part of preschool children with disabilities. Among these are environmental arrangements (schedules, staff assignment, room arrangement); antecedent prompts (instructions, time, task); peer-mediated interventions; and consequent events. (Author/DB)

A project combined precision teaching techniques and a flashcard approach known as SAFMEDS, with 4 students with learning disabilities or behavior disorders, age 14-18. Project results determined that the techniques provided students with necessary skills to pass the school district's minimum competency test in the area of local, state, and…

Examines the relationship between what novice teachers were taught and how they are actually teaching. Finds that novice teachers are not employing the instructional practices (such as language experience, writing activities, children's literature, and learning centers) which are being cultivated in undergraduate reading courses. (RS)

Argues that the science lab can be an environment highly conducive to intellectual development. Discusses students' task commitment and motivation, and teacher enthusiasm, expectations, genuineness, and exemplary behavior in light of research findings and the author's personal experience. (RS)

Discusses teacher education methods that assist rural preservice teachers to develop competencies relevant to behavior disorders when classroom observation is impossible. Describes the use of case studies, role playing, computer simulations, videotapes, and learning packets. Contains 18 references. (SV)

Results of a study of 18 cooperating teachers (CTs) supervising physical education student teachers (STs) from five colleges/universities in the Northwest indicated that: CTs provided minimal feedback; held few supervising conferences; and spent little time observing teaching. Through logs and weekly wrap-up reports, STs indicated desire for…

Discusses conceptual clarification of dimensions in the treatment environment of a residential unit for young offenders. Examines ideas of structure, control, contemporaneous, and developmental matching from the Conceptual Level Matching Model. Describes specification of types, quality, and settings of staff-youth interactions. Addresses the…

This "White Paper" examines issues surrounding the assessment of culturally diverse learners for behavioral disorders, and argues for use of a more functional assessment approach. The paper also points out that many facets of the functional assessment perspective already exist in two recent educational movements--pre-referral…

The article describes a facilitative teacher style of interaction in the special education classroom. The facilitative style, in which students are encouraged to develop control of their own learning, is contrasted with the directive style, in which the teacher maintains control of all classroom interactions. (DB)

Describes behaviors of the domestic cat in terms of developing students abilities to observe. Discussed are play, territoriality and pecking order, catnip, feral studies, and chasing. (CW)

Reviews research on efficacy of videotaped self-modeling as an instructional procedure across an array of behaviors and ages (children and adults). Presents suggestions for classroom and clinical implementation and concludes that this procedure is a logical extension of established methodologies of adult and peer modeling. (BAC)

Presenting students with nonroutine problems is likely to produce affective responses by students unaccustomed to such problems. Discusses the theoretical background for evaluating students' emotional responses to problems, the relationship between problem solving and affect, emotions and beliefs, and techniques for dealing with affect in the…