Describes a comparison between 1965 and 1969 questionnaire survey results received from 38 institutions. Indicates the correspondence of subject-discipline evolution in agreement with suggested recommendations, except for mathematics (CC)

A critical examination of two reasons why women teachers are seen as having a negative effect on teacher organizations: (1) a high turnover rate among women teachers; and, (2) less willingness to support the goals and actions of the organizations. (JM)

The relationship between select Massachusetts classroom teacher background variables and aspects of teacher burnout was examined. Emotional exhaustion, depersonalization, and personal accomplishment as measured by the Maslach Burnout Inventory (MBI) served as the dependent variables. Sex, age, and grade level taught related significantly to one or…

Patterns of medical school alumni who choose to teach in their own or other medical schools, rather than practice medicine, are examined. Schools that serve as major faculty sources are ranked and percentages are given of graduates teaching at their own schools of graduation and at other schools. (MSE)

First grade teacher Susie Jablinske talks about her teaching experience in this interview. The conversation covers her background, the role of teacher militancy on educational quality, teaching conditions in her school, and her teaching methods. (AM)

Expectancy work motivation, central life interests, voluntarism, and selected personal and environmental characteristics were strongly related to job satisfaction of secondary and higher education teachers but only mildly related to job performance as perceived by principals and department heads. (IRT)

Data on industrial arts teachers employed during the 1975 through 1978 academic years are presented. The major focus of data collection was placed on the number of teachers employed, types of certificates, number of vacancies, types of degrees earned, lengths of teaching service, and professional involvements. (LRA)

Questionnaires administered to 3,500 math teachers explored professional background, learning objectives, classroom organization, teaching techniques, and textbook use. Apparently math teaching has changed little in 15 years; little impact of "new math" was seen. Moreover, teachers considered computational skills and algebraic manipulation as most…

The socioeconomic status of a community is the strongest predictor of salary levels paid to teachers. Both community ability and effort are strongly affected by socioeconomic status factors, which in turn condition characteristics of teachers (experience and training levels) through staffing and salary policies of boards of education. (Author/IRT)

Two studies examined impact of teacher background and teacher/child ratio on child and teacher behavior in a child care environment. Both studies indicate more effective performances produced by teachers with higher degrees. One study suggests lower ratios are more effective. No interactive effect of ratio and background was noted. (MT)

Reviews research published in North America concerning how years of education, amount of specialized education, and years of experience relate to early childhood teaching practices. Finds that amount of formal schooling correlated with overall classroom quality and, less often, with effective teacher behavior. Specialized education may be causally…

This study focused on three areas of supply teachers' (N=20) experiences: their background and views about the job; how they negotiated their first meetings with new classes; and their response to inappropriate behavior. The disadvantages of supply teaching cited by these teachers outweighed advantages cited by two to one. (IAH)

Examines 92 Canadian secondary school teachers for their familiarity with categories of educational computer applications. Reports relationship of variables such as teacher age, gender, subject area specialization, and teaching experience as they related to knowledge and use of computers. Lists 16 references. (YP)

The paper describes a model of teachers' attitudes toward integrating children with moderate learning difficulties based on interviews with 550 teachers in Arizona and the United Kingdom. The model has four factors: traumatic experiences with the handicapped, class size, the "what-happened yesterday" factor, and leadership. (Author/DB)