Tests the effectiveness of three training methods as self-training materials in modifying questioning behavior including wait time of Thai high school chemistry teachers. Concludes that studying pamphlets and qualitative listening to audiotapes improves questioning; pamphlets study also improves wait time. (CS)

Results of a study of 21 biology teachers in England indicate that classroom behaviors result from a complex interplay of both verbal and nonverbal elements of communication. By manipulating certain nonverbal behaviors, it might be possible to control verbal and social interactions. (Author/KC)

It was hypothesized that confrontations between a strict teacher and misbehaving students would add drama and robustness to the classroom. In 88 secondary classrooms, robustness and teacher's control ideology and behavior were measured. The hypothesis was rejected; humanistic control behavior related to high robustness. A companion elementary…

Presents results of research of the use of simultaneous communication in deaf schools and its accuracy in representing English grammar. (AM)

Teachers'"inflight" decisions were investigated by recording those cues in the classroom to which teachers responded. Through stimulated recall interviews, it was found that the cues teachers noticed and based decisions upon were global and tended to adhere closely to the traditional recitation model of teaching. (Author/JKS)

The information processing of teaching was investigated in a case study, comparing the behavior and cognition of ten elementary school teachers. Data indicated that the amount of discrepancy between teaching plan and classroom reality was a critical variable in the information processing of teachers. (JKS)

Vocal cues which were inconsistent with verbal messages and their effects on teacher credibility were examined. Results suggested that teacher credibility was at least partially dependent upon the degree of verbal vocal consistency in teachers' messages. (Author/MH)

Interviews with and observations of principals and teachers in Ontario elementary schools revealed that beginning teachers would seek assistance from an experienced teacher only if they could find one who taught the same grade in a nearby classroom and who appeared open to friendship. (SJL)

Studies the effects of student-structured (SSLS) and teacher-structured (TSLS) teaching strategies. SSLS students consistently exhibited lower frequencies of teacher dependency behaviors than TSLS students. Need affiliation results varied with the grade level of students. (MA)

The results of this study suggest that student perceptions of teacher behavior can have an important influence on causal relationships in the classroom. (MM)

The competencies needed by a successful teacher in instruction are those needed to do whatever is required, within moral limits, to (1) change the truth value of the premises in the practical argument in the mind of the child, or to (2) complete those premises, or to (3) add to the range of premises accessible to the child in the formation of…

In attempts to reduce conflict between Mexicano and Anglo high School students, administrators tended to use legalistic modes while most teachers relied upon personalistic strategies. The most successful results were obtained by teachers who utilized a combination of both methods. (RW)

Focuses on the Curriculum and Instruction component of the University of Hawaii's Early Childhood Education program and how it is designed to help students grow. (Author)

The degree of teacher control in a language conversation class will determine the success of the class. Beginning language classes seem to require a great deal of control; advanced conversation groups achieve more if sessions are student-run. Intermediate classes require control inversely proportionate to their skills. (CHK)

Matching of students and teachers on the basis of race did not improve student performance, but students of black teachers with less than five years' experience were found to have better vocabulary achievement than students of white teachers with similar experience. (MM)