Explored one student teacher's ideas and practices, together with the messages about teaching for procedural and conceptual knowledge that were presented by the student's teacher education program. Found that the student teacher taught, learned to teach, and had opportunities to learn to teach for procedural knowledge more often and more…

Describes a survey of acquired immune deficiency syndrome (AIDS)-related knowledge, attitudes, and behavior among inner city seventh graders (mostly ethnic minorities). Findings indicate a lack of knowledge and desire to learn more, supporting the possibility that improving AIDS transmission knowledge would result in more tolerance and less…

Contends that education for work means more than simply a worker with a diploma; it requires a person who thinks creatively and is economically literate. Argues that students in the United States, by participating in the economy through part-time jobs, are prepared for life in a free enterprise economy. (CFR)

Interviews with low-income and high-income adolescents investigated various aspects of schooling. Low-income adolescents described aggressive behaviors, numerous school circumstances that made them angry, and humiliation and ostracism at school. High-income adolescents felt much more successful at school and entitled to disproportionate school…

Contends that curriculum theorists often distinguish between the formal or official curriculum from the actual or hidden curriculum. Argues that the hidden curriculum always has a normative, or moral, component and that educators have a responsibility to make the hidden curriculum as explicit as possible. (CFR)

Reports on a series of structured interviews with 176 secondary teachers to elicit opinions about their initial professional training and their later practical experience with classroom behavioral management. Finds that the vast majority of teachers believe classroom management skills to be of major importance to them. (CFR)

Studies differences in the involvement in talk in classroom situations and the nature of that talk for boys and girls in mathematics/technology and language group work. Results with 15 classes of children aged 4 through 11 years give a picture of the effects of the group's gender balance. (SLD)

A graduate-level distance-education course for elementary school teachers used a "class page" on the World Wide Web to increase teacher-student and peer interaction and provide access to Web resources. Periodic student surveys during the course showed the dramatic impacts of the class page on student interaction behaviors, technology use…

Examined whether there are differences between low-achieving students referred and those not referred for special education. Found that differences reflected factors external to the child: the propensity of his or her teacher to refer, family mobility, and tardiness. (Author/LPP)

Asserts that governance of U.S. schools is decentralized, and extremism not a part of the curriculum. However, American schools would be more effective if students understood their place and behaved more politely, if trying hard were routine behavior, and if public education were more highly valued. (23 references) (MLH)

Examined the impact of behavioral, personal, and environmental factors on fourth graders' dietary practices, using a social cognitive theory framework. Survey results highlighted social cognitive variables that significantly influenced dietary behaviors: gender, race, socioeconomic status, fruit and vegetable availability at home, nutrition…

Used focus groups with 23 Head Start staff from 5 urban programs to identify naturally occurring strategies to cope with children's inappropriate behavior. Found that horizontally managed centers used a more collaborative approach, whereas vertically managed centers required that teachers consult with a gatekeeper before consulting with others.…

A study of 56 inner-city Canadian teachers found they believed that student behavior and attitude combined with familial situations were strongly related to students becoming at risk for school failure. School violence and gangs, large class sizes, and limited school resources and programs were rated as moderately contributing to student risk. (CR)

Describes a faculty-development program designed to change teacher attitudes, behavior, and instruction and, thus, improve the achievement of language-minority students in two New York state secondary schools. Examines challenges to creating and maintaining school structures that promote immigrant students' success and identifies factors that lead…

A total of 87 inservice teachers and 99 preservice teachers viewed videotapes depicting inappropriate behavior of an African-American female, an African-American male, a white female, and a white male. The gender of the teacher and the gender of the student had the most influence on teachers' perceptions of behavior. (Contains references.)…