Describes the philosophy and practices of a number of elementary teachers and the literary experiences of a few second graders in great detail. Finds that, although children may be enjoying worthwhile literary experiences in individual classrooms, they have yet to be exposed to a coherent, "institutionalized" literature program across…

Reviews literature published in education and communication from 1983 to 1990 relating teacher behavior to teacher effectiveness. Pays special attention to the methods and procedures utilized to test theory that guides effective teacher behavior research. Integrates research from education and communication. (SR)

Describes the creation and eventual demise of a technologically advanced distance-learning facility. Concludes that it is critical, especially in an expensive high-tech environment, to listen to the customers and use their feedback to constantly improve service. (SR)

Finds that communication apprehension has a negative relationship with students' motivation to study but that highly apprehensive students appeared to have a small increase in motivation when exposed to highly verbal immediate teachers. (SR)

Offers 12 suggestions for teachers who want to develop some new behaviors at the beginning of a new school year. Suggests that such introspection can lead to a cycle of reflecting, monitoring, and growing. Includes changes of attitude, behavior, and personal goals through reassessment. (DK)

Offers 10 "Golden Rules" to make electronic mail a positive experience for both business communication teachers and their students. Suggests that electronic mail can be a motivating factor in the classroom. (RS)

Examines classroom rules and how they work. Classroom rules are not merely instrumental management tools, but structures of meaning used by teachers and students to comprehend daily living. As students embrace or reject rules, they engage in short-term behaviors and in far-reaching ways of thinking about themselves and the world. (22 references)…

Investigates the impact of teachers' use of immediacy behaviors on students' motivation to study. Finds that students beginning the semester with either low or moderate motivation to study increased their levels of motivation when exposed to a highly immediate teacher but that high motivation students maintained their level of motivation…

Discusses one teacher's approach to "advanced" English instruction. Reflects on such topics as the undigested transmission of the canon and the problems of the "common sense" style of teaching. Includes comments by two students who participated in the course being described. (HB)

Argues that today's educational reform image of the teacher who collaborates and constructs knowledge in a decentralized system of education is used in different ideological images of school reform. Four principles of reason that function as unquestioned assumptions in reform are discussed. (SLD)

Classroom artifacts, physical objects produced by teachers or students for specific instructional purposes, have a special importance in science instruction. Article uses three examples of supervisory styles (directive, collaborative, and nondirective) to illustrate how a supervisor might approach the use of artifacts while assisting a science…

Authentic assessment in elementary school technology education is linked to a continuum of teacher behavior: nondirective, mediating, directive, and concurrent with teaching. It should be a two-way process between the students and the activity. (JOW)

Being a real teacher involves the refinement and development of a complex awareness on three levels. This is manifested in alterations to the structure of attention. Contains 49 references. (ASK)

Discusses the significance of the problem of sexual misconduct among teachers. Presents two rules of personal conduct that can keep education professionals out of trouble: be friendly but not familiar, and never touch a student. Discusses means of putting these rules into practice as music educators. (DSK)

Describes the Outreach Program that has attempted to provide teachers with sustained support through training and direct classroom assistance in an effort to develop a sense of self-efficacy with regard to desired teacher and student behaviors that are part of a standards-based learning experience. Contains 21 references. (Author/ASK)