Examines the influences of teacher beliefs regarding their intent to implement a variety of instructional strategies to meet the needs of different learning styles in the science classroom. Results indicate that attitude toward behavior and subjective norm influenced teachers' intent to implement a variety of instructional strategies to meet the…

Describes college students' role in the detection of teaching misconduct, providing results from a study suggesting that the role undergraduate students can play in detecting teaching wrongdoing is tenuous at best and asserting that the graduate school socialization process, institutional codes of conduct, and faculty peer sanctions must assume…

Follows 10 beginning teachers from their last year of preservice education into their first three years of teaching. Describes how these teachers appropriated a set of pedagogical tools for teaching writing. Suggests teachers drew on pedagogical tools introduced during teacher education to develop their classroom practice, and these tools were…

Examines the influence of instructor sexual orientation on perceptions of teacher credibility. Aims to determine if college students perceive gay teachers as less credible than straight teachers. Finds that students of a gay teacher perceive that they learn considerably less than students of a straight teacher. Includes an in-depth qualitative…

Data from 221 marketing professors were used to classify critical student incidents as service system failures, response to student needs, or unprompted instructor actions. Resulting behavior changes included methods and materials changes, requirement clarification, reinforcement, student praise, and authoritativeness. Influential factors were…

Investigates the relationships between five junior high school teachers' personal approaches to literature and their teaching of literature. Suggests that pedagogically useful knowledge exists in these five teachers' personal approaches to literature but that institutional constraints and the teachers' lack of a theoretical framework for literary…

A comparative analysis of student-centered and teacher-centered instruction in two undergraduate college courses in educational psychology supported findings regarding learning and attitudinal differences favoring student-centered course sections over teacher-centered sections. (JD)

In two university business communication classes, 300 students analyzed teachers' nonverbal behavior. Responses showed that instructors' nonverbal communication is integral to the formation of student attitudes toward the instructor and the course. (SK)

The following are features of effective teacher development: (1) a positive climate for change; (2) carefully planned activities related to explicit program goals; (3) relevant theory and research; (4) active participation; and (5) practice, feedback, and support for transfer of learning. (SK)

Through conversations and classroom observation emerges a portrait of a teacher at a residential school for boys with severe emotional and behavioral problems. The account reveals the teacher's personal growth and professional development as well as the difficulties and dilemmas faced in the classroom, presenting teaching as an act of love.…

Discusses the content and processes for initial-year-of-teaching programs. Suggests and describes the study of teaching cases as an approach for such programs. (RJC)

Practical argument is seen in contrast to logical argument as ending in an action, rather than a logical conclusion. Three case studies illustrate value conflicts revealed in eight student teachers' practical argument, and examine the resolution of those value conflicts in the concluding actions. (JD)

An observational study of 12 mixed-age and 12 single-age Dutch primary reading/language and mathematics classes revealed that time-on-task levels were lower for the mixed-age classes. However, no significant differences in achievement test scores were found. (IAH)

The author proposes that two curricula are present in some educational programs for retarded adults: a manifest curriculum of life skills that promotes independence and personal responsibility and a hidden curriculum of infantilizing behaviors and attitudes that promotes dependence and immaturity. He discusses how to remove the latter curriculum.…

Discusses confrontations which lead to growth in day care teachers. The steps of confrontation discussed include: (1) identifying the problem; (2) describing the desired behavior and how it will come about; (3) determining how the successfulness of the change will be measured. (RJC)