Describes a summer course for educators during which the attempt was made to break through such barriers as educational jargon and habitual responses, to open up a genuine dialogue about real problems. (JS)

Teachers who accept" the BSCS rationale are generally more humanistic in their pupil control ideology than those who reject" the program. Acceptors" scored higher on personality scales determining the capacity for independent thought and action. (AL)

Results indicated that behavior modification techniques can be applied to individual students and to entire classes by the counselor or teacher, and desirable changes should occur. (Author)

Arguments for and against the use of school teachers in an adult educational program. Discusses how Italy handled this question and the results they achieved. (RB)

Describes an approach which teachers might use to cultivate effective problem-solving behaviors. (Author)

Suggestions for teachers to help them ease a child's transition from home and family to a strange day care center.

Focuses on what can be learned from Native Americans and how those learnings can change preservice teacher education. Learnings about cooperation, privacy, consensus, and wait-time are discussed and offered as positive alternative behaviors in the teaching profession. (ERB)

Academic patterns of power (over students, curriculum, etc.), pretense (faculty claims about competence and experience), and piggybacking (conversion of institutions into education conglomerates) reveal some ethical issues. The patterns are deeply rooted, each with historical reason for being and current justification, yet each has outcomes that…

The artfully inviting teacher utilizes both personal and professional teaching strategies and is thus most successful at maximizing student development. Personally inviting behaviors send messages which communicate caring and positive regard. Professionally inviting behaviors increase the recipients' efficacy, competence, and independence.…

While acknowledging that value judgments are unavoidable in teaching, argues that teachers should pursue an ideal of objectivity as part of their general commitment to rationality. Contends that values may legitimately enter into instruction in terms of methodological norms, but that substantive value judgments should be limited. (WL)