Explored (1) the cognitive responses elementary-school students made to teaching events and (2) the cognitive processes their teachers intended them to use in typical classroom lessons. (MP)

Perceptions of five dimensions of teaching of award-winning and nonaward-winning university faculty, matched for academic rank and field, were compared. The groups' perceptions could not be differentiated via discriminant analysis. The groups could be distinguished on teaching preference. Award-winning faculty preferred instructing graduate…

Building from Holland's model of vocational choice, this study investigated the extent to which teachers' career satisfaction is related to selected skills, values, and professional accomplishments of those teachers. Career satisfaction was significantly related to teachers' professional achievements consistent with Holland's model and previous…

A 38-item questionnaire measured the effect of student teaching on students' attitudes toward professional practice, self-appraised levels of anxiety and competence, and imagined feelings as teachers. Responses suggested that field experience instills confidence but also encourages student teachers to value more restrictive and custodial teaching…

This article examines some British classroom studies and raises further research questions on small group instruction (SGI) as a teaching tool. Considered are teachers' use of SGI; its efficacy for cognitive, language, and social development; and student-to-student interaction patterns in relation to seating, sex, and ability mix. (SJL)

DeCharms conceptualized a classroom environment, called an origin climate, in which teachers motivate students by encouraging goal-setting, personal responsibility and self confidence. In this study of eighth- and eleventh-grade math classes, attributed responsibility and grades positively correlated with pupils' perceptions of their classroom as…

Lowering class dropout rates is the goal of the physics department at the University of Houston (Texas). Microcomputers, videotapes, and tutors are available to assist students. (Author/MLF)

Discusses the problems inherent in student ratings of professors as a method to determine salary increases, promotions, and teaching awards. Offers possible alternatives that avoid diminishing the quality of higher education. (Author/WD)

Transmission-interpretation (T-I) has been conceptualized as an important dimension of teacher verbal behavior. This study measured teacher T-I through a Likert scale completed by students. The T-I scale (a copy is appended) correlated 0.83 with the Student Perception of Teacher Style scale, measuring teacher directiveness. (Author/SJL)

Finds that although the classroom behavior of second- grade pupils is, in most ways, statistically independent of their families' income, teachers of low income family pupils criticize more often, are more directive, and seem more concerned with control. Argues that these teachers prepare their students for failure. (Author/GC)

Five faculty members who have successfully taught adults in evening credit courses at Syracuse University discuss the philosophies, methods and satisfactions of teaching continuing education courses. (SK)

Using the example of a ten-year-old boy working on a science project, the author discusses the question of when and how much the teacher should intervene and direct a child's independent learning activity. (SJL)

Recounts the special needs and capabilities of adult learners that one teacher observed in her extension course on business communication. (RL)

The present study explored the interaction of effects of classroom style and locus of control on students' satisfaction, rather than students' achievement, in a college setting. Data suggest that locus of control, as measured by the Rotter Internal-External Scale, appears to offer promise as a psychological trait associated with students'…

Three studies attempting to define teacher clarity are described. In each case students are asked to rate teacher behaviors in terms of clear or unclear behaviors. The results of each study indicate categories of characteristics of teacher clarity. (JMF)