Routes by which the responsive teacher can create opportunities for increased pupil initiative by organizing instruction in particular ways and by using particular patterns of verbal communication are explored, emphasizing the use of learning contracts. (Author/KM)

A social studies teaching survey which focused on teaching methods and materials, learning experiences, social studies skills, and social studies teaching problems was circulated to 500 elementary teachers in East Los Angeles. The results were presented. (RM)

Article focused on staff relationships and how to cause more effective communications in the organizational structure. (RK)

In an attempt to determine the nature of sex role differences as perceived by teachers, a study of 69 secondary school teachers was conducted. The results revealed teacher perceptions of traditional male-female student behavior in the classroom, teacher preference for male teachers and students and teacher reluctance to change. (Authors)

Outlines some of the personal obstacles to change and tells how to overcome them.'' (Editor)

A study by Yanouzas and Sanders shows that positive feedback works sometimes and with some students. Such feedback, however, should be personalized and should not be automatic, i.e., either unwarranted or inexplicitly related to the student's work. (GC)

Analyzes Tanzania's efforts to modify the secondary curriculum by unifying academics and productive work. Teachers have not adopted the new approach. The author suggests that teachers' reactions are affected by the relationship between schools and the division of labor, difficulties of specifying what unity means, and problems of school…

A retributive perspective, in which punishment must be the response to a misdeed regardless of the misdeed's consequences, provides a more substantive approach to the disruptive student than does the presently accepted rehabilitation-utilitarian perspective, which only advocates the punishment of misdeeds that do not promote institutional goals.…

This is a philosophical exploration of the role of educational conventions guiding teacher behavior. Although concepts like basic skills and grade level influence teacher decisions about daily teaching activities, they can also serve as conceptual points of departure when teachers decide to innovate. (AM)

Teacher praise typically does not function as a reinforcer. Rather, it is reactive to and under the control of student behavior. Its effects must be understood using concepts from attribution and social learning/reinforcement theories. (Author/GK)

The article lists 25 management procedures for teachers who might encounter children having uncontrolled or partially controlled seizure disorders. (DB)

Presents and critiques commonly used verbal feedback techniques and proposes a nonverbal feedback technique comprising a set of hand signals, each of which is used to indicate a certain error type. Discusses value of use of negative feedback. (Author/BK)

One teacher's bittersweet account of the last day of school before summer vacation. (JT)

Guidelines and suggestions for teachers for giving feedback to increase a child's self-concept are presented. Feedback should be positive, immediate, and frequent. Activities with immediate feedback features include the use of invisible pens for teacher-prepared questions in which the student, using a pen which makes the answer visible, knows…