Tests the hypothesis that if five empirically determined variables (dogmatism, ambivalence, pupil control ideology, esprit, and thrust) are in one way or another manifestations of an individual teacher's own perceptions of authenticity, then they also have to be statistically linked to his own interpersonal orientation needs. (Author/WM)

Investigations of relationship of teachers behavior to childrens task behavior in preschool. Less critical, less directive teachers showed a higher rate of children's task behavior. (ST)

Includes results of a survey of teachers who were asked to rate the purposes of evaluation as to importance. (JA)

A conscientious teacher needs positive growth in human relationships to be successful in the classroom. (PG)

A routine for teachers of adult students to follow at the first class meeting. (SP)

Examines a number of landmark studies'' between 1896 and 1955. (Author)

A review organized around a conceptual scheme of relations between teacher behavior and pupil growth which has some direct support in the research literature.'' (Author)

Without uttering a sound a teacher can indicate he dislikes papers written with dull pencils, likes poetry, or prefers boy students. Without a single word he can convey that he thinks a student is dumb, smart, pretty, ugly, dirty, or unimportant. And the child gets the message! (Authors)

Author uses the anthropological concept of ritual to raise new questions concerning this process.'' (Editor)

This article explains the combination of competence and effectiveness in evaluating teacher performance. (BB)

Discusses the three vital factors upon which information derived from an evaluation instrument depends: (1) the criteria by which teaching performance is judged, (2) the reliability and validity of the acquired data, and (3) the comparison of the evidence against the criteria. (Author/EA)

A college faculty's professional behavior could easily determine the well-being of both their own institution and higher education in general. (HS)

By using an inquiry approach and determining what is appropriate to teach and how it should be taught, it is possible to provide discussion in the classroom where communications, rationality, and valid data become a base for the emergence of a student's value system. (Author)

Verbal feedback of test results to college students resulted in learning gains unrelated to age, GPA, employment, and number of college credits accumulated. (Editor)