Reviews teacher behavior research under the categories of (1) model systems, (2) instructional processes, and (3) teacher behavior characteristics. (Author)

Describes Gunnison Watershed School District's alternative approach for shortening the school year via adding 26 minutes to each school day and thus eliminating 12 days from the standard 180 days required for meeting the required number of intructional hours. (AH)

Points out the value of responding to students' first drafts of papers, outlines a three-step approach for doing so, and gives five examples of such an approach. (JL)

A college professor who spent a few days helping out in a kindergarten classroom finds the task more challenging than he expected. His diary describes his first day on the job. (PP)

Teachers' behavior ratings of normal and maladjusted children were factor analyzed to see if the dimensions of child behavior disturbance were invariant across samples. Results indicated that although there were some strong similarities across samples, there was also some uniqueness. (JKS)

Performance on tasks of memory and of attention was consistently interrelated for nonlearning disabled children and less consistently so for learning disabled subjects. Hyperactivity was also related to poorer performance on the cognitive measures. (Author/DB)

Provides suggestions to help teachers become (1) more aware of ways they verbally interact with students, (2) more objective in listening when they talk with students, (3) more aware of the debilitating consequences on pupils of long-term directing and judgmental responses, and (4) more aware of interactions that promote pupil autonomy and…

Argues that teachers and students would benefit from teachers' mastering of a variety of types of responses to writing, including personal and empathetic responses, in addition to the traditional advisory and evaluative responses. (RL)

Suggests things that classroom teachers can do to alleviate job stress by managing the non-teaching part of their professional lives: peer support, accountability, discipline, assignments, communication, organization, compromise, avoiding over-worry, and positive attitude. (CT)

Describes an experiment with 48 pre-service social studies teachers to determine the effects of methods instruction and student experiences on teacher attitudes toward social studies. Results suggest that methods courses cause more attitude shifts than student teaching. (AM)

Lists several fears and behaviors that may result when a student with deeply internalized values is faced with ideas that conflict with present attitudes. In a separate section, suggests that teachers record their comments about student papers as a means of providing personalized feedback. (AYC)

This study examined whether the use of complex headed nominal structures resulted in a higher qualitative rating of a passage than the use of simple headed nominal structures and whether the use of more mature vocabulary resulted in a higher qualitative rating of a passage than the use of simple vocabulary. (HOD)

A 1979 analysis of student expository writing showed that holistic quality scores awarded by teacher-raters were influenced to a greater extent by essay length and freedom from spelling errors. A replication of that investigation using a sample of students' narrative writing produced the same findings. (HOD)

Student teachers, after 20 hours of practice teaching, try answering, through classroom experience, a number of questions about teaching, including: How should pupils be taught to read and speak fluently? What words should be avoided in substitution drills? What should the pupil be taught? Their answers are recorded here. (PJM)