Findings from 43 in-depth interviews with college students about sex and sexism in school are reported. Implications for teacher and administrator preparation are discussed. (IAH)

Discusses the situation of men in early childhood education in Australian society. Focuses on societal perceptions, sex roles, gender bias, and expectations for professional growth. (RJC)

Responses from 135 (of 245) secondary industrial education teachers were used to assess their attitudes and practices toward special needs students and the effects of selected factors on those attitudes. Results indicated that their attitudes were moderately positive and unaffected by age, educational level, or years of teaching experience. (JOW)

Identifies three reading processes that instructors can model for college level developmental readers: what people do when they read; how people think and talk about what they read; and how people incorporate what they learn from their reading into their own lives. Presents examples and descriptions of modeling these processes. (RS)

The attempt to reduce teaching to discrete, observable behaviors is impractical. Checklists fail to capture the intangible qualities (sense of humor, enthusiasm, compassion) differentiating an effective teacher from an ineffective one. For skilled supervisors, the ultimate observation instrument is a blank sheet of paper accompanied by informed…

Summarizes findings of a large-scale, multisite, multimethod descriptive study of student teaching. Sample included 93 student teachers, 88 cooperative teachers, 17 professors. Examines a large number of variables such as site characteristics and participants' personality constructs. Discussion of findings is based on the interaction of variables.…

What teachers believe and how they behave is a result of socialization in the culture of teaching. If long-term school reform is a goal of staff development, then strategies and mechanisms must be developed which focus on changing the culture of teaching. (JD)

Finds that teachers used more than one activity to teach new words but typically did not use activities identified in the research literature as effective; teachers' stated purposes for vocabulary instruction were congruent with the requirements of the basal reading series used; and teachers defined the importance of vocabulary knowledge in terms…

Because ready role models for today's children are media-created superheroes and celebrities of television and film, children need real-life role models who guide them into realistic personal and social pathways. As principal adult contacts, teachers can be such role models. Specific strategies for encouraging teachers in this role are presented.…

To help their staff become more active in solving problems that arise, day-care administrators need to teach the tools of empowerment; help people understand feelings; stick with the problem, not the person; avoid sweeping statements; recognize successes; believe in the staff; do the unexpected; and avoid taking sides. (MDM)

Offers reflections by a teacher educator who spent a year teaching a third-grade class. Discusses the realities of a teacher's internal decision-making process and day-to-day interactions with children in the classroom. Notes that uncertainty is what keeps the inquiry process going. (SR)

Argues that focusing vision and going beyond imitation is the path by which the teacher becomes a learner and, as a result, a better teacher. Illustrates the individual search for authority of two teachers through two personal stories. (SR)

A survey of 404 full-time, tenure-track assistant professors at Case Western Reserve University (Ohio) found that successful researchers exhibit specific research activities and scholarly habits to an extent that less-successful researchers do not. Implications are drawn for faculty development and related research. The survey instrument is…

The way in which teachers interact with learners may be more important than the teaching methods used. With adult learners, there is the possibility of a mutual teaching-learning relationship, which becomes the moral responsibility of both parties to achieve. (SK)

Discusses 10 "truths" about teaching, including idle minds are worse than idle hands; whatever the reading assignment, there's a video; there are no dull subjects; discipline is not a teacher's first worry; and keep a daily journal. (RS)