THESE DOCUMENTS ARE SOME MATERIALS USED IN A GRADUATE TRAINING COURSE ON TEACHING THE DISADVANTAGED CHILD CONDUCTED AT THE UNIVERSITY OF MINNESOTA. SOME OF THE DOCUMENTS ARE SAMPLES OF AN ATTITUDE QUESTIONNAIRE, A COURSE EVALUATION FORM, AND A BACKGROUND INFORMATION BLANK WHICH PARTICIPANTS FILLED OUT AS ONE OF THE REQUIREMENTS OF THE AGENCY WHICH…

Six teachers were given instructions and materials with which to conduct a 20-minute teaching session. The sessions were filmed. The films will be scrutinized to obtain comparisons of teaching styles, tasks (the instructions and materials provided each teacher), and teacher-task interactions. The films have not been completely processed yet and so…

In research in the teaching of writing, feedback--information about a performance which influences future performance--appears often to be a factor, but it is rarely adequately described, defined, or controlled. The first section of this paper identifies possibly important aspects of feedback as it relates to the teaching of writing. Feedback may…

In order to determine whether the use of two types of teacher written responses to student essays--clarifying and directive--produced significant differences in writing performance growth, 28 12th grade students in a metropolitan Nebraska high school were randomly divided into two groups. Each group received one of the two types of teacher…

The role of a teacher is that of a person who must deal with the socio-emotional demands of a system; foremost in this is the teacher-student relationship. To gauge the differences between secondary and elementary school teachers in these relationships, a revised version of the Problem Analysis Questionnaire (1960) was used. Eighty-one teachers,…

This paper presents a theory of individual differences in teachers' evaluation of student composition, which is based on the notion that certain formulations of writers in various disciplines--such as literary criticism, philosophy, and psychology--can provide a basis for understanding. Sources tapped include, among others, the following titles:…

Supervisors can help their teachers resolve classroom communication conflicts by providing an objective framework for analysis of communication failures. An observational system is described for detection of student teacher communication breakdown, analysis of the conflict resulting from inappropriately decoded messages, and correction of the…

Teachers presented four behavioral combinations--(1) verbally and nonverbally positive; (2) verbally positive and nonverbally negative; (3) verbally negative and nonverbally positive; or (4) verbally and nonverbally negative--to sixth grade students. Negative nonverbal behavior led to significantly greater performance. Teacher gender and student…

Teacher's interactions with 219 eighth-grade students were compared to personality characteristics of the students, using factor and regression analysis. It was found that teachers more closely supervised both the aggressive and the apprehensive students. Teachers presented clear intellectual challenges to the self-assured and the bright students.…

Described are four studies: three investigate how context affects classroom processes, and one studies the effects of training supervising teachers in the same skills needed by student teachers. (GW)

Discusses findings of a survey of college students' preferences in teacher-written evaluations of final drafts. Using results of the survey and other research, makes the following suggestions for improved teacher student communication: (1) omit grades, (2) balance praise with criticism, and (3) resist the impulse to dominate student texts. (JG)

Examines how teacher evaluation effects students' willingness and motivation and hence the writing process. Analyzes results of a survey measuring student responses to several kinds of evaluation of their essays. Concludes that informal evaluation (e.g. peer evaluation, conferences, ungraded writing) improves students' attitudes. (JG)

Describes development of a successful experiential education program to involve Baltimore County (Maryland) students (grades K-12) in studying the Gunpowder River, which empties into Chesapeake Bay. Identifies success factors including creative teachers, availability and cooperation of local resources, and parental involvement. (NEC)

Four suggestions are offered for making teachers' first year on the job more than just a test of endurance: provide adequate supplies, make assignments carefully, do not overload them, and provide a support system. (TE)

This review summarizes research findings on teacher receptivity to the implementation of changes in the educational system. Models of implementing change should include variables of teacher attitude and appraisal of change and perceived expectations and beliefs about educational issues. (SLD)