Examines elementary-school students' perceptions of teacher praise in relation to their classroom's social and academic status, participation in class discussions, and ethnicity. (MP)

Curriculum guides can effectively guide practice if the guide writer pays attention to the context in which teachers work and to the language that teachers use in that context. Problems encountered by a curriculum project illustrate what happens in practice when guide writers fail to appreciate teachers' objectives. (RM)

This study involved the identification of perceptions of three groups--working students, their supervisors, and the faculty at the University of the District of Columbia--about the gap that exists between education and the world of work in the area of business communications. (Author/SSH)

Retreating is a behavior which occurs when a teacher issues a directive intended to influence student behavior, and the students ignore the teacher in such a way as to let it be known that she/he has not influenced their behavior. Discusses this behavior and offers six rules useful in avoiding retreating. (Author/JN)

Investigates the ways in which primary school-aged children engage a teacher's attention through active solicitation. Argues that examining these interactions reveals both what the children do and allows for a redefinition of a conceptualization of "talk engagement." (FL)

By applying group dynamic techniques, the health educator can encourage interactive classroom processes instead of the usual pattern of classroom behaviors. The teacher's role should be to facilitate communication and personal expression among all students. (JN)

Studies focusing on the quality of education and equality of educational opportunity in the classroom generally indicated that teachers behave less favorably toward students who (1) come from lower socioeconomic status homes, (2) are lower academic achievers, (3) speak other than standard English, and (4) come from ethnic minority backgrounds such…

Argues that a lively and balanced social interaction among students is essential for successful second language instruction. Suggests that teachers receive training in interpersonal relationships and group dynamics and that they plan activities promoting effective classroom interaction. Defines communication rules and describes procedures intended…

Transmission-interpretation (T-I) has been conceptualized as an important dimension of teacher verbal behavior. This study measured teacher T-I through a Likert scale completed by students. The T-I scale (a copy is appended) correlated 0.83 with the Student Perception of Teacher Style scale, measuring teacher directiveness. (Author/SJL)

Suggests ways of using teacher-produced photographs in English and language-arts classrooms. Offers examples of how a series of pictures was used and how students responded. (RL)

Tells how using a hand puppet in classroom interactions helped a quiet and inhibited little girl develop skills and spontaneity in written and oral communication. (GT)

Examines individual differences in psychological development among prospective teachers as these affect the adaptive, "person-centered" quality of their communication with students. Discusses implications of the results in terms of the impact of differences in teachers' communicative development upon development of students. (JMF)

Teaching and learning mathematics in classrooms is interpreted as human interaction in an institutionalized setting. Using theories and categories from different disciplines, a classroom episode is reanalyzed. Four hidden dimensions in the classroom process and thus deficient areas of research are identified. Consequences for teacher training are…

This article considers the question of politically active teachers who express their views in the classroom. Is this openness or proselytizing? Presented are interviews with a lawyer on teachers' freedom of speech rights and with four teacher-activists from the antinuclear, gay rights, local politics, and union movements. (SJL)

The thought processes involved in students' answers to different kinds of teachers' questions were investigated using data obtained from a previous study. It was found that the chances are about even that there will be a correspondence between the cognitive level of the question and of the response. (Author/GDC)