A model for research on teacher effects in which the variance in student outcome post-test performance is attributed to pre-test perfomance; to separate construct domains of student, instructional, and teacher variables; and to interactions between variables in these three construct domains is presented and tested. (Author/JKS)

Six highly gifted and creative students, ages 12-17, from lower socioeconomic homes responded to an open-ended questionnaire about teacher behaviors and qualities they liked and disliked. Students liked teachers who were positive, creative, respectful, sincere, knowledgeable, flexible, stable, and warm, and disliked teachers who had opposite…

Presents a model of second language teaching which attempts to describe the categorical components of teaching styles, and to identify the sociological, educational, and personal factors which determine individual teaching styles. (AM)

Teacher interactions with second-grade students were coded to investigate sex differences in children's reading and mathematics performance. Results revealed that teachers made more academic contacts with girls in reading and with boys in math and spent relatively more cognitive time with girls in reading and boys in math. (Author/RD)

This investigation is concerned with (a) constructing a pupil evaluation of teachers (PET) scale, for use in grades 7-11, incorporating certain areas of teaching behavior, and affective pupil responses to teachers; and (b) using the scale as a source of feedback to both regular and student teachers. (Author)

Investigates the influence of treatment and the interactions between treatments and selected pupil characteristic variables, with respect to pupil achievement and preference for treatment, and examines treatment-teacher interactions. Among the findings, this study suggests that students prefer to operate in less structured modes for the medium or…

This discussion of the evaluation of teacher education programs starts with the assumption that the most effective teacher education programs are the ones that produce teachers who are most effective in producing desired changes in pupils. (MM)

Presents a collection of frequent errors, stock phrases teachers misuse that originate from a lack of acquaintance with the foreign land and culture, or from incorrect information. The correct versions are also given. The need is stressed for more attention to classroom English. (Text is in German.) (IFS/WGA)

Investigated was the kind of communication that takes place in oral teaching. Analysis of tape-recorded transcripts of fifteen half-hour biology lessons delivered to high school and college students revealed a high degree of teacher-dominance and infrequency of discussion involving several pupils. (CS)

Describes a performance based teacher education study, with 27 student teachers. Investigated were cognitive statements, reinforcement patterns, effects of treatment on individuals, identification of individuals responding well or poorly, and performance criteria specified in measurable terms. Results indicated methods employed were effective. (SL)

The crises in New York schools have many faces; from teacher attitudes toward a hostile community to parental concerns and contributions to school harmony. (RK)

Performance contracting is a scheme precisely delineating teacher and administrator expectations by defining the objectives to be achieved, by determining responsibility for attaining those objectives, and by assessing results to determine the extent to which desired outcomes have been achieved. (JD)

Teacher education should fit the person instead of imprinting on the teacher a certain model or approach. (JD)

The importance of communication skills in the vocational education teaching/learning process is underscored. The most important measures which differentiated good from poor teaching were: teacher dynamism, teacher delivery, time spent with students, positive reinforcement of students, and positive attitude toward the students. (RC)

Design of student-centered instruction for telecourses must take into consideration the variables that contribute to meaningful and motivated student learning: clarity; connections; teacher immediacy behaviors; and active learning. Unlike much conventional instruction, telecourse teaching isn an intensive and demanding team process requiring…