Two general dimensions of teachers' behavior--the teacher's personal relationship with students and his emphasis on course content and learning tasks--are studied in their relationship to organizational leadership behavior. (Author/KM)

Describes a typical day in an open school in Oxfordshire, England with particular reference to use of the various learning centers. Gives a detailed description of the teacher's actual role in interacting with children. (CS)

Well educated professionals in the classroom will do more for our educational dilemmas than performance based teacher education. (Author/JN)

This article attempts to estimate the most successful method for measuring effective teaching. (RK)

A look at one method of analyzing the percentage of time spent in various activities and functions as one example of how teachers and other educational personnel might examine the processes and experiences of the classroom to get some indication of what learning outcomes are being fostered. (Author)

A discussion of the research'' approach, which involves training teachers to solve classroom problems through scientific problem-solving methods - that is, through the formulation and testing of hypothesis about instructional problems. (Author/HB)

A modified role projection technique is used to determine the effects of subordinate competence and task complexity on perceptions of leadership behavior. It is hypothesized that subordinates hold expectations of the proper level of structuring that their supervisors should provide. (Author/DN)

Article present a brief inventory of some issues which will demand a reassessment and a change in teacher performance. (Author)

Objectives of the study were to determine the relationships among behaviors defined within each of several observation systems; and to examine relationships across systems in order to derive some empirical dimensions of classroom behavior. (Authors/CB)

The problems of student teachers during practice teaching are discussed. The importance of the classteacher as a model for student's behavior and beliefs is explored. (CK)

Predictions from Anderson's theories of structured communication were tested in grade eitht biology classes. Students given verbal instruction with a high degree of structure performed better on acquisition tests than students receiving less structured lessons. (AL)

Author explores the continuing problem of an adequate approach to teacher evaluation and suggests a procedure which he has found to be quite satisfactory. (Editor)

The results presented here suggest that the teachers do change their behavior significantly due in part to children performing better than prior to treatment. Despite the change in teacher behavior, levels of attending to appropriate behavior were low enough to warrant intervention with the teacher. (Author)