Recommends to teachers practical and theoretical strategies, based on everyday classroom interactions, for dealing with the troubled child and for treating children as individuals. Suggests a closer professional relationship between teachers and supervisors, administrators, and academicians for appreciating teachers' roles and managing stress and…

This article examines research on the teaching process and suggests actions to be taken by researchers and teacher educators to make research more relevant for classroom teachers. (JMK)

Assessed status and progress of environmental education (EE) in Virginia's public schools using classroom teachers' (N=595) responses to questions concerning their instruction and school's curriculum. Among the findings are those indicating few well-coordinated EE programs and little pressure/support to develop such programs. (JN)

Presents contributors' suggestions concerning (1) creative responses to recreational reading, (2) multisensory approches to spelling, (3) writing assignments for remedial readers, and (4) ways to keep track of students' reading interests. (FL)

This report is the first in a series of reports on teaching and learning in Foundation-supported schools. This report takes a careful look at instruction and students' academic work. In a subset of reforming schools, it examines whether students are exposed to challenging learning opportunities and whether challenging learning opportunities open…

Investigated effects of increasing middle school teachers' (N=40) wait time on general questioning skills in science teaching. Four groups (10 teachers each) were used: control; group receiving printed guides on discussion/techniques; group using an electronic feedback device; group using both guides and feedback device. Results, conclusions, and…

A study of the learning activities of 43 beginning secondary school teachers in Oregon provides information about how and to what extent these teachers supplemented academic training with practical knowledge. Types of learning experiences, time spent on them, and teachers' opinions about their worth are discussed. (PP)

Recounts how a change in attitude and strategy turned classroom disaster to creative success. (JL)

Questionnaires were sent to biology, chemistry, physics, and earth science teachers (N=100) to determine practical problems at the student/teacher/subject matter interface. Responses related to importance of content area for students and difficulty students have in learning the content are discussed. (SK)

Surveyed student teachers (N=137) to determine their perceptions of student teaching problems and the adequacy of their college preparation. Identified significant differences among students from different institutions. Found agreement on student discipline as the greatest problem and financial difficulty, racial problems, and discipline as items…

Compared parallel scales of children's self-control developed for teachers and children. Self-control ratings by teachers and children related to naturalistic observations and to teacher ratings of frustration tolerance and acting-out/aggressive problems. Teachers' ratings of self-control related to IQ and achievement. Supported the validity of…

Describes problems implementing California state curriculum guidelines. Problems included inadequate information dissemination and state supervision, inconsistencies with instructional materials, teacher resistance, theoretical disputes, community pressures, and reduced interest in social studies. To increase acceptance, teachers and…

Summarizes results of a survey on teachers' views of the Nuffield A-level physics course (NAP) including, among others, course content, philosophy, examinations, organization, and individual units. Suggests that most teachers surveyed were satisfied with their NAP course. (SK)

Two professors describe their experience when a student filed a grievance protesting their grading methods and offer suggestions to other faculty on how to handle such a procedure. Each step from the first interaction with the student through the hearing is discussed, along with sources of student grievances. (MF)

Addresses teacher classroom management when children are disruptive and exhibit uncooperative behavior. It stresses that both firmness and respect are necessary. Students should be shown that clear and consistent consequences exist for crossing the line, and teachers should not explain, cajole, lecture, or threaten. (GR)