The extent and nature of sexual harassment of students by college faculty are examined, and practical suggestions for institutions to eradicate academic sexual harassment are made, including a published code of conduct and educational programs. (MSE)

Reports on a project in which observations of student and teaching assistant behavior were used to redesign a teaching unit on recrystallization. Comments on the instruction manual, starting points for teaching the unit, and list of objectives with related tasks are included. (JN)

Determined that the conceptions of mathematics and mathematics instruction held by three junior high school teachers played a significant role in shaping their instructional behavior. Differences among the teachers in their conceptions and practices are explained followed by a discussion of properties of their conceptual systems. (Author/JN)

Five preservice teachers' perceived sources of teaching decisions were studied as they proceeded through a secondary mathematics education methods course and through student teaching. Sources cited most often included methods course content, school textbooks, suggestions made during teaching episodes in the methods course, past teachers'…

Ethnicity and sex have an effect on junior high school teachers' expectations. This evidence suggests that teachers may use such ascribed characteristics in their evaluation of students. (Author/RM)

Reviews judicial decisions involving school staff evaluation systems. Courts remain reluctant to interfere with the summative evaluation process of a school district. Administrators must apply reasoned, ascertainable standards in employment decisions in order to withstand judicial scrutiny amid the array of legal constraints on the evaluation of…

Translates research concerning direct and nondirect instruction into workable patterns by clustering teacher behaviors included in instructional organization and management and describing teacher as center of attention in classroom. Rationale for patterns of instruction, description and example of how they may be used, and an observation…

The first two articles describe the processes employed by Open University faculty members in preparing distance education courses and in commenting on and redrafting materials. The third looks at factors that influence the decisions of faculty members to determine why they prepare their teaching materials in the ways described. (MBR)

Reviews research on poetry in the classroom. The first part concentrates on findings that emphasize the importance of the individual teacher; the second part presents teachers', students', and observers' perception on what it is that a good poetry teacher does. (HOD)

Concludes that teachers' questions influence both the sorts of inferences fifth-grade students draw from a text and how well they integrate the new information with what they already know. Argues that they learn best the things they are asked about. (FL)

Students rated domain-appropriate teacher responses to transgressions higher than domain-inappropriate or domain-undifferentiated responses. In addition, students generalized their ratings of teacher responses to their ratings of the teachers. (Author/BW)

This study examines the effect of grading standards on student ratings of instruction. After a grading treatment, the ratings of students in the experimental group changed to reflect more negative perceptions of instruction. These shifts were statistically significant in seven of the ten rating items. (Author/PN)

This study attempts to relate some characteristics of the social-emotional interaction to some characteristics of the cognitive interaction in the classroom. (Author/RK)

The purpose of Competency-Based Teacher Education programs is to provide education for teachers that focuses on the development of those competencies--knowledge, skills, and ways of acting--that are most effective in the classroom. This article investigated how the CBTE approach will affect music education. (Author/RK)

This report presents the results of survey research that collected responses of graduates (N=113, Fall 1999 through Fall 2001) from a reform-based mathematics and science teacher preparation program. All graduates' responses were compared to smaller subsamples of employed new elementary and middle school teachers with responses of a larger sample…