This study was designed to assess the influence of an elaborative versus nonelaborative teaching style on children's nursery school behavior. (Authors)

Paper presented at the annual meeting of the American Orthopsychiatric Association (New York, New York, 1969).

Research in two low-inference teacher clarity variables, vagueness terms and mazes, and their relation to effectiveness in teaching college students is reviewed. Vagueness terms and mazes appear to be generalizable to most classrooms and to be important factors that affect student performance. (MLW)

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)