Discusses three general categories where experienced teachers' support would be invaluable for new teachers: practical information, political savior-faire, and professional support. (RS)

Observations of and reflections by two kindergarten teachers revealed how they struggle to teach multiculturally. Supportive in theory, they believe consensus is lacking on the meaning of multicultural education. They acknowledge the need to respond to children's different needs and respect their cultural backgrounds. (Contains 17 references.) (SK)

Examines the relation between teacher attributions of student school failure and teacher behavior toward the failing student. Results found that teachers tend to behave in ways that indicate more pity and less anger when they attribute a student's low achievement to her or his low abilities, whereas they express more anger when attributing low…

Outlines various ways of looking at and thinking about curriculum in order to help classroom teachers reflect on and place themselves within a particular paradigm. Suggests that through reflection teachers can better understand and position them within a particular discourse, thereby empowering themselves and ultimately improving their teaching.…

Argues that a humanist discourse prevalent in teacher relations with students, colleagues, and advisor/inspectors has been challenged by a "performativity" discourse that, among other things, distances teachers from students and creates a dependency culture in opposition to previous mutual and intimate relations. Concludes that the…

Discusses the importance of speaking and listening in science lessons as well as offering suggestions on how to tackle spelling and vocabulary. (MM)

Discusses the importance of a teacher understanding things from the children's point of view. Gives examples from 32 years of teaching. Argues that seeking to understand and acknowledge oneself is the best way to understand the child. (JOW)

Discusses ways in which a ninth grade advanced placement English teacher adapted her teaching methods to an obviously talented writer. Notes that teacher and talented student have entered a new dimension, not only of ownership but of voice--the writing zone. (RS)

Examines how a teacher of a developmental writing course and a student who was a Vietnam War veteran organized ideas for an essay. Describes how the teacher composed a poem based on the student's experiences and shared it with him. (KEH)

Investigated implicit theories underlying classroom decisions of preschool, kindergarten, and first grade teachers. Suggested that diversity of teacher preparation programs, the personal nature of teaching, and isolation from colleagues might account for the variety of implicit theories held by teachers. (DE)

Describes the experiences of teachers (n=7) and science-oriented experts (n=20) involved in the Elementary Science Integration Project designed to promote science as central to cross-curricular studies. Results revealed the influence of teachers' scholarly and pedagogical orientations on the way they think about science-language-arts connections.…

Respecting students as citizens in the classroom can foster a sense of responsibility applicable beyond school life. Teachers can facilitate this by helping children see purpose and meaning in performing classroom chores. Developing a job chart can help children understand what needs to be done and give them a chance to select their…

Suggests that educators not lose sight of issues of pedagogy in responding to serious problems such as school violence, school finance, and school quality. Suggests that teachers need to remind themselves of the appreciation, excitement, and value they place upon their self-chosen discipline so that they may convey that excitement to their…

Discusses research that shows schools are falling short of the goal of preparing girls for self-sufficiency. Examines the factors that contribute to girls' lack of achievement and concentrates on differences in how educators treat girls and boys. (LZ)

Examines a variety of individual differences that may influence how students report their instructor's immediacy behaviors. Presents results from four studies, concluding that the individual differences examined do not influence the reporting of immediacy. Provides support for the use of student reports to measure teacher immediacy. (SR)