Teaching has endured largely as an assemblage of entrepreneurial individuals whose autonomy is grounded in norms of privacy and noninterference and is sustained by the very organization of teaching work. This article examines prominent forms of collegiality and discusses their prospects for altering the fundamental conditions of privacy in…

Discusses the roots and wider educational consequences of an alleged technocratic narrowness in teacher thinking and behavior. Concludes that sociopolitical forces external to the school constrict the pedagogical conduct of teachers (e.g., the tendency to treat curriculum knowledge apart from teaching knowledge and the development of reductionist…

This study explored variables differentiating more and less effective teachers (N=24) of mildly retarded and learning-disabled elementary students. Personal/educational variables proved insignificant. Effective teachers conducted activities in the classroom, made frequent use of teacher questioning, limited independent seatwork (especially silent…

Examines the extent to which kindergarten pupil and teacher behaviors during administration of the Iowa Test of Basic Skills--Early Primary Battery may compromise the meaningfulness and usefulness of the test scores. Although extensive variability in behavior was observed, most teachers followed directions exactly and most pupils encountered no…

Discusses the use of the Training and Assessment System (TAS), a software program designed to analyze teacher behavior and interaction between teachers and students. A TAS program is described which was conducted at the Houston Community College System to help instructors analyze their classroom interaction; tables depicting the report generated…

Investigates whether teachers behave in ways consistent with their theoretical orientation to reading during reading instruction. Finds that a majority of the teachers did not teach reading in a manner consistent with their self-reported theoretical orientation. (RS)

Discusses the concept of social capital, which enables teachers and caregivers to invest themselves affectively, through their behaviors, in the instruction and development of young children. Presents five dimensions of social capital which increase the chances of teaching effectiveness. (NH)

Finds that, among five Zuni and Anglo primary teachers in Zuni Pueblo, ethnic group membership did not determine the extent of culturally congruent teaching behaviors. Suggests that ethnicity goes beyond mere ascription to encompass life experiences, language fluency, and cultural expertise. Contains 24 references. (SV)

Maintains that diversity enriches child care programs. (BB)

Investigates the manner and the degree to which science teachers consider the nature of the subject matter in their decision making when they plan and deliver instructional tasks. Considerations for student development, curriculum guide objectives, and pressures of accountability dominated decision making. (Author/YP)

Discusses aspects of using anecdotes in the classroom including vividness, the downside, high inferential risks, and low inferential risks. Reviews research underpinnings. (MVL)

Examined are issues surrounding allegations of abuse in independent residential schools in Great Britain. The article focuses on the process of placing students in residential schools, protection of the rights of students, procedures for handling complaints of abuse, and proposed measures which can ensure the rights of students. (Author/JDD)

This study examined effects of a self-assessment procedure on the behaviors and thoughts of 26 preservice student interns in a special education graduate program at the University of Florida. Analysis indicated that self-assessment had no impact on interns' teaching behaviors when compared to traditional supervisory practice but did help identify…

Maintains that academia has not escaped the litigious nature of the current U.S. social climate. Cites pivotal U.S. Supreme Court cases on academic judgment and reviews lower court cases where students challenged their assigned grades. Provides suggestions for lessening the likelihood of litigation. (CFR)

Student and teacher perceptions of differential teacher behavior toward good and not-so-good students were studied for 529 Dutch elementary school students. Students and teachers agreed that low-achieving students got more teacher support, but they differed in their views of amounts of praise and criticism. (SLD)