This article discusses seven items that will aid the beginning teacher in approaching his/her job with greater assurance and effectiveness. (RC)

This study explores early childhood teacher practices regarding the use of dramatic play in Kindergarten to Year 2 (K-2) classrooms. Four early childhood teachers working in Kindergarten participated in the study. Two of these teachers rarely used dramatic play. They were interviewed to explore their perceptions of the importance of dramatic play,…

Data are presented to show that teachers vary in the extent to which their views of pupil's attributes are related towards their behavior towards them, suggesting a partial explanation of the inconsistency of teacher expectation effects. (Authors/JA)

In this short presentation the authors have focused on a human predicament which has caused distress among the pupils and serious anguish within the teacher. (Editor)

Briefly reviews various schemes for recording classroom behavior, concentrating on two that may be more useful for a teacher's own use. (AL)

The authors report on their attempt "to design and try out objective checklists upon which an observer/rater can note specific teaching behaviors in the classroom" and on a study utilizing such a checklist for noting teacher's contingency management behaviors in grade school classrooms." (Author/LS)

Provides some useful hints on the organization of the first day of school. (AN)

Recognition by teachers of the qualitative nonverbal and verbal dimensions of communication should enhance their ability to relate to all students. (Author)

Instructors continually asked lower level and memory questions despite efforts to change their behaviors by encouraging the use of analysis, synthesis, and evaluation questions. (AL)

Lists typical responses by educators to the demand for professional accountability and states that a good accountability system would help increase professionalism. (Author)

A successful way to implement meaningful curriculum change is presented. (CK)

Study found that teachers familiar with certain books on curriculum development used higher cognitive level questions than those unfamiliar with the books. (RT)