Contends that there is commonality in how researchers conceive of personal inquiry and presents a conceptual structure based on a "common place" notion of thinking and on research about differing views of teacher thought. This article is followed by three responses. (Author/BSR)

This study investigated influences on the formation and development of preservice social studies teachers' way of thinking and acting in common teaching situations. Results of the observations and interviews showed that teachers' perspectives are the product of a dialectical process of professional socialization. The influence of teacher education…

This study examined the generalizability of the Stallings Effective Use of Time Program (EUTP). Four series of the EUTP were analyzed for levels of teachers' classroom behavioral change. Observational data gathered before and after the four workshop series provided significant support for the generalizability of change from such programs. (JD)

This study explored social correlates of teacher reports of classroom behavior. Reported behavior correlated most strongly with perceived student needs. Results are discussed. (Author/JD)

Relates the author's experiences in his first few years as a primary teacher in Ontario, Canada, struggling for survival in the face of bureaucracy and questioning his choice of profession. Claims that most teachers go through a similar reexamination process as they face the realities of their work and develop professionally. (JD)

Process-outcome findings linking teacher behavior to student achievement are reviewed. The findings are divided into quantitative results that identify general classroom characteristics associated with high levels of student achievement gain and qualitative results that suggest particular teacher managerial and instructional behaviors involved in…

Explores children's play in elementary school, focusing on children's changing definitions and categories of play, including instrumental or teacher-generated activity, real or voluntary play, and illicit or unsanctioned surreptitious interactions among children. Presents relevant educational research on play, decrying the overemphasis on…

Explores implications of the "master teacher" concept and speculates on some of the contributions professional educators might make to the public dialogue. Discusses changes that might occur in teacher education programs if the master teacher idea becomes a widespread reality and offers a definition of the master teacher that is based on…

The inexperienced teacher should begin the year with a plan grounded in information from effective classroom models. Knowledge of what activities to select, in what sequence to place them, and how to communicate with students about the selected activities might relieve much of the doubt and anxiety that can cloud professional judgment and…

A questionnaire study conducted among 141 elementary and junior high special education teachers showed special education teachers agreeing with classroom research on teaching skills. Teacher behaviors positively correlated with pupil achievement were rated significantly higher than behaviors negatively correlated with achievement. The predominant…

This study examined whether the density of noncontingent outcomes limits instructor expressiveness as an effective teaching behavior in different lecture content conditions. Results indicated that for high-content lectures, instructor expressiveness facilitated achievement and confidence in students who received contingent and low noncontingent…

In an historical examination of educational equity issues the authors examine why sex equity remains an unrealized goal, how teacher behavior affects equity, and why classrooms and campuses are not encouraging places for women. The lack of support for equity in the current political climate is also addressed. (SK)

An awareness program designed to help teachers recognize subtle patterns of their own behavior regarding learning disabled (LD) students did not affect the frequency of teacher-LD student interactions and responses but decreased nonsupportive verbal and negative nonverbal behavior toward the students. (CL)

The social studies teaching by four student teachers was shaped not only by beliefs about social studies, but by such things as a concern for developing an appropriate teacher role, ideas about what school is about and what ought to be learned there, and past educational experience. (RM)

Author suggests we have to "play the anthropologist" in order to grasp what is really going on in the classroom. (Editor/RK)