Examines three recurring features of the theory-practice debate: relevance; the association of theory with idealized practice; and the alleged inability of theoretical studies to alter teachers' classroom judgments. Points out misunderstandings which contribute to this debate. (Author/SJL)

A conceptual framework is developed that is systematically applied to the published literature on the generalization of behavioral teacher training. Two variables were hypothesized to explain the occurrence or nonoccurrence of generalization: the type of training provided and the teachers' attitudes toward the training. (Author/RL)

Classrooms and other formalized settings have a predictable effect on student behavior and can be manipulated by educators to facilitate learning. (LH)

The findings of this study support the practice of goal-oriented supervision and do not isolate any differential effects of direct and indirect supervisory styles. (Author)

Two studies utilized a repeated-measures design to compare the story recall performances of 46 primary-school children who were administered stories in the presence and absence of teacher's gaze. Analysis indicated a significant positive relationship between gaze and recall, especially among boys. (Author)

The author's ten commandments are intended to provide teachers with significant general guidelines for use in the classroom. The areas covered include worship in the classroom, academic freedom, corporal punishment, slander and libel, and student safety. (IRT)

A flexible, field-oriented approach to teacher education evaluation is presented. (MM)

This evaluation model is an attempt to provide a workable formula for a typical school setting. The key ingredient is a climate of professionalism and mutual trust. (Editor/RK)

That the high school social norms and the psychological egocentrism of the teacher are the major causal factors in a no-growth curriculum is a reasonable assumption. (Author)

The program examined was designed to influence student attitudes toward school by changing teacher attitudes and behavior. Field observations suggest the importance of methods of entry, the significance of particular events as turning points, and the flow and ebb character of the fate of innovation. (Author/IRT)

Responds to an article in the same issue of this journal claiming that the Behavior Alteration Technique checklist suffers from an item desirability bias. Argues that the article's entire allegation rests on a faulty premise and on an indefensible research design which fails to test the contention. (SR)

Presents a rebuttal to P. Kearney and T. Plax's criticisms in this issue of this journal. Argues that careful analysis of the existing data shows that teachers do rely on "negative" or power assertive discipline in the classroom and that the heuristic processing account provides a sound explanation of the biased pattern observed in…

Incivility by teachers can turn into behavior that injures careers. Workplace "mobbing" or bullying begins when an individual becomes the target of disrespectful and harmful behavior. Recounts experiences of two teachers. Offers suggestions to school leaders to stop this incivility. (MLF)

Presents examples of enthusiastic teaching to illustrate how teachers could and should arouse Canadian students' interest in Canada through maintaining their own priorities and values to ensure fair, thoughtful presentation of Canadian culture and history. (Author/CB)

Reports on a study that suggests there is a strong relationship between personal preference and comfort levels and teachers' willingness to take their students to a particular natural setting. Implications for developing ways of encouraging teachers' use of natural setting are discussed. (LZ)