Author reports on the results of a survey in which perceptions of beginning teacher behavior were obtained from high school and intermediate school principals. (Editor)

A pilot study was undertaken to assess behavioral differences between male and female teachers of young children. Observational and interview assessment techniques were used in 18 classrooms (pre-school through second grade). Results are discussed in terms of possible effects on children's sex-role experiences and self concept development. (DP)

The study demonstrated that teacher verbal disapproval can function as a positive social reinforcement for student inappropriate behavior. Thus, student behaviors thought to be punished are instead maintained or increased. A more appropriate method of dealing with misbehavior is presented. (ST)

Describes the research which uses process variables as criteria for prediction based on comparatively stable teacher variables. (Author)

The significance students attached to certain teacher behaviors which were intended to reinforce them was examined in relation to their attitude toward the teacher, their sex, and social-class background. (Author)

Boys, far from being discriminated against, provide more intense stimuli for teachers and receive more positive as well as more negative attention from teachers than do girls. (Author)

After 39 months, the performance of the subjects was still significantly superior to their precourse performance on 8 of the 10 behaviors that were scored. (Author)

Discusses the effects of organizational treatments upon the attitudes of teachers toward teaching and participating in curriculum functions and the behaviors of teachers as participants in the curriculum functions. (Author/RK)

Teaching methods as perceived by the student are discussed. (MJM)

Adaptations of token reinforcement and time out from reinforcement were used for reducing the highly disruptive classroom behavior of a first grade boy. High and low rates of disruptive behavior were paralleled by changes in tardiness from recess behavior thus indicating generalization of conditioning. (Author/CG)

The rationale followed in the design of procedures for the formative evaluation of an individualized mathematics curriculum. (Editor/MM)

The paper explicates the rationale underlying the coding system, describes the classroom interaction variables subsumed within it, and discusses the special research and consultative advantages offered by this system. (Author)