Shows how a teacher's questions and responses have positive impact on student comprehension. (MKM)

The intention here was to promote the clinical approach to staff development. Attempts to come up with a number or particular personal outcomes which seem to represent a consensus of workshop participants' feelings. (Author/RK)

Analyzes 208 comments written at the end of student papers by 10 teaching assistants at Penn State. Analyzes a second sample containing end comments written earlier at other universities. Identifies 16 primary genres, falling into 3 groups: judging genres, reader response genres, and coaching genres. (PA)

Describes a series of 1991-94 events observed in an English primary school that are typical examples of school response to an externally imposed innovation--assessment of pupils against the progressive learning scale in the national curriculum. Focused reflective practice, through reference to change events and types of teacher response, enhances…

Outlines a pilot study undertaken by staff of the Open University (Great Britain) to gain feedback from students on the effectiveness of support of their students' learning as an aid to staff development. The use of questionnaires is explained, and tutor responses to students' comments are discussed. (Author/LRW)

Describes the revised portfolio assessment process implemented for Dallas (Texas) Chapter 1 students and reviews the literature on teacher adjustments to innovations. Describes a study of Dallas teachers' perspectives on the benefits and difficulties they encountered in implementing portfolio assessment in primary grades. Teachers passed through…

Examines the sensitivity of preservice teachers to the impact of teasing on children. Results revealed several important differences between responses of preservice teachers and children, including the effectiveness of the child's response to discourage subsequent teasing. Results are discussed in terms of their implications for understanding…

Uses "dialogic responsiveness" to provide a holistic framework for synthesizing, researching, and describing the complexities of responsive dialogue in literacy classroom contexts. Reveals how teachers were able to be responsive to the cultural, cognitive, emotional, motivational, and physical needs of young literacy learners. Discusses…

Developed the Teachers' Reactions to School Violence, a self-report measure of teachers' reactions to a violent incident. Results from a sample of 143 middle and high school teachers provide preliminary support for considering teachers' psychological reactions to school violence as a multidimensional construct. (SLD)

Discusses how teachers can deal with student misbehavior by ignoring negative behavior that is motivated by a desire for attention. Practical techniques are described for pinpointing attention seekers, enlisting classmates to deal with misbehaving students, ignoring misbehavior, and distinguishing behavior that responds to this technique from…

Urges foreign language teachers not to resist the arrival of technology in the classroom, and cautions that language teachers cannot effectively incorporate computers and other new technology into their courses without updating their teaching methodology at the same time. (CFM)

Investigated influence of child and classroom characteristics on teachers' ratings of intervention acceptability in two experiments. Measured teacher (N=163) ratings of acceptability of intervention procedures applied to a specifically defined behavior problem. Found intelligence and popularity of child and duration of problem significantly…

Four multiply handicapped students (aged 5-11) received skill instruction under four experimental conditions, involving differing teacher wait-times and intertrial interval durations. Student performance was superior under the long wait-time conditions irrespective of the length of the intertrial interval. (Author/JDD)

Three accounting teachers gave two tests and a comprehensive final to 417 undergraduates using one of three treatments: no comments written on test paper, comments at teacher's discretion, or standard comments. The type of comment did not affect subsequent test performance, but did significantly affect performance on final exam, especially for…

Explains that J. D. Salinger's "The Catcher in the Rye" contains an underlying moral code which predominates the controversial elements of the novel. States that a close textual analysis and candid discussion are necessary to appreciate the novel's literary merits and to understand its controversial elements. (MM)