Finds that teaching assistant argumentativeness was positively correlated with overall power use, and with use of referent and expert power. Shows significant differences between high and low argumentatives for overall power use, and for referent and expert power. (SR)

Discusses the importance of establishing early with a new class the routines and associated rules that the teacher wants to use. Discusses attending to cultural differences, and the consequences of inadequately established routines. (SR)

Discusses a teacher in the middle of completely changing the way she teaches drama and beginning again--by having children teach her. Summarizes what she has learned so far about child-centered drama leadership. (RS)

Finds that elementary teachers varied in their philosophy of teaching within each school and within each grade level across schools. (SR)

Gentle teaching, empowering children growing up amid poverty and violence, is the only alternative to ineffective coercive teaching. "Decent" teachers are not judgmental, moralistic, or easily shocked; they listen, recognize their biases, are culturally competent, and do not seek to fulfill power needs. (SK)

Discusses a classroom where children from many cultures use talk to share and discover the "big" questions in their lives and where the teacher discovers what the critical issues for her and her students really are. (RS)

Offers ways to teach students to understand and appreciate stories not just for their plots but for their stylistic features. Suggests that teachers demonstrate alternatives by rewriting passages in ways different from those chosen by the author, and asking students to describe the differences. Includes classroom examples. (PRA)

A technique that allows teachers to create their own reality in the classroom is described. It calls for teachers to define their own psychological boundaries within the classroom and to deliberately make positive choices in their interactions with students. (LB)

Describes a qualitative study of the practices of 12 teachers as they used writing activities in the classrooms. Presents examples of integration of writing and subject matter. (SR)

To study the behaviors and ethical beliefs of psychologists functioning as educators, survey data were collected from 482 American Psychological Association members working primarily in higher education. Participants rated each of 63 behaviors as to how often they practiced them and how ethical they considered them to be. (CJS)

Observation of teacher-student interaction in 22 Kentucky postsecondary vocational classrooms showed equitable distribution between males and females; considerably lower volume than in studies of lower-level classes; most interaction as mere acknowledgement of student response; and very little praise or criticism. (SK)

Argues that classroom activities offer excellent opportunities for students to become listeners. Discusses how teachers can model good listening, teach skill and strategy lessons, and provide meaningful reasons for listening. (SR)

Sexual abuse of students by teachers is a serious problem. A 1998 "Education Week" nationwide study identified 244 cases of inappropriate sexual behavior during one six-month period. Overly affectionate behavior, inappropriate noneducation-related contact, and harassing behaviors are warning signs. Administrators should craft policies, pay…

Study employs a pretest/posttest control-group design and uses the Teacher's Stress Inventory (TSI), State-Trait Anxiety Inventory (STAI), and the Maslach Burnout Inventory (MBI) to assess the effects of a five-week standardized meditation (SM) class on the perceived occupational stress of full-time teachers. Results support hypothesis that SM…

Reviews three studies that focus on teaching skills needed for successful distance learning instruction. Highlights include competencies for distance education professionals; what the most important teaching behaviors for distance instructors are; and student observations of distance education instructors. (LRW)