Desirable and undesirable verbal behaviors of teachers are examined. (JD)

Argues that Marxist extremists should not be allowed to teach in public institutions. The internal contradictions in the behavior of contemporary Marxist educational activists who receive all of the benefits of their membership in the educational elite while demanding the overthrow of capitalist societies is examined. (AM)

Constructs a theoretical model for analyzing the social context and genesis of teacher and student classroom-coping strategies. The author develops the model by integrating the macrofactors identified by Andy Hargreaves and the microfactors identified by Peter Woods that influence classroom-coping strategies. (AM)

Describes the National Day Care Home Study (NDCHS), a study of sponsored, regulated, and unregulated family day care homes in Philadelphia, San Antonio, and Los Angeles. Results of the study are discussed. (Author/RH)

Offers a list of nonthreatening questions to use in determining why a large number of students are doing unsatisfactory work in one teacher's class. Gives guidelines for the administrator's use of the information gained, including a chart showing how to analyze course offerings and grades. (WD)

The author distinguishes between corporal punishment and bodily contact or corporal communication in special education. Policies are suggested which make available needed stimulation and negative reinforcement but guard against abuse. (CL)

Discusses the use of manipulative teaching practices and contends that manipulation is to be condemned in teaching except in unusual circumstances. The author clarifies the notion of manipulation and distinguishes its forms from other teaching methods. (Author/KC)

This article describes sources of threats to a teacher's face along with common teacher facesaving techniques, and it suggests constructive responses to teacher facesaving. The term "face," as used here, refers to the images we project of ourselves that we want others to accept. (Author)

A time sampling method was compared with estimates of 30 resource room teachers on their time use. Teachers were found to spend less time than they estimated for direct instruction, staffing participation, and individualized educational program involvement. (Author)

Advice to first-year school publications advisers, with tips on preschool preparation, equipment needs, bookkeeping, and people to know (especially the janitor). (RL)

Augments seven rules for teaching composition with suggestions for class activities. (RL)

This study of Texas teachers indicates that teacher attitudes toward acts of teacher brinkmanship are related to the teachers' job satisfaction and that this satisfaction is derived primarily from the principal. (Author/IRT)

Contends that improvement in teaching must be a continuous process and suggests a cycle of review, identify, analyze, and revise to stimulate greater self-confidence and success in teachers. (Author/JM)

Describes and gives examples of the Assertive Discipline Program. Also includes guidelines for an effective discipline plan. (IRT)

The study culminated in a detailed and precise proposal of promotion and salary structures and other incentives that should induce teachers to undertake further education. The proposal offers teachers the option of remaining in the classroom to obtain formal recognition, status, and economic reward. (Author/IRT)