Discusses the negative and positive aspects of teacher autonomy in relation to curriculum development and control. Outlines a process for solving the problem that includes conducting staff development through dialog, delineating mastery curriculum, mapping ideal curriculum, and developing curriculum-based tests. Includes references and a figure.…

A post hoc examination of 42 teachers' implementation of an innovative program following the establishment of a systematic implementation support system found that implementation varied for different program features and at different sites. (Author/CB)

Recognizing the importance of collegiality in professional growth, this descriptive study examines one aspect of interaction among teachers--the information that teachers exchange about classroom teaching. Suggestions are offered for the development of collegiality and interview guide questions are presented in the appendix. (JS)

This symposium presents eight articles discussing Fenstermacher's chapter, "Philosophy of Research on Teaching: Three Aspects" in ""Handbook of Research on Teaching" (1986). Topics dealt with are the concept of teaching, the connection between the study and the improvement of teaching, and the conduct of teacher education. (MT)

Reports on a study in which English secondary remedial students were observed and rated in their individual levels of on-task behavior. Results indicate that group-oriented classroom management procedures may achieve their apparent success merely by raising the on-task behavior of nontroublesome pupils. (Author/BSR)

Drawing on philosophy, curriculum theory, and studies of teacher education, this article questions the results of implementing teacher-thinking research in teacher education programs. Advocates a shift from research utilization and implementation to questions of curriculum deliberation and justification in teacher education. (GEA)

Current research on teacher effectiveness is reviewed as it applies to physical education teachers. Eight teaching behaviors are explored from the perspective of physical education. Some problems in applying the research to actual school situations are presented. (Author/MT)

Relates a story of one high school English teacher who uses unorthodox methods for evoking her students' language abilities. (JAD)

An expanded conception of behavioral consultation is presented, which includes explicit and ongoing attention to teacher variables as well as student behaviors. A conceptual framework is presented for systematic assessment of consultee knowledge, skills, cognition, and effect. Strategies for enhancing consultee functioning in each area are…

Four classes of children, aged 12 to 18, responded to drawings of teachers' nonverbal signals on a questionnaire. Analysis of the responses produced four factors: dour/helpful, affable/serious, unhelpful/boring, and calm/easygoing. Implications for teachers are discussed. (Author/MT)

Discusses sex equity in home economics classrooms: sex equity's effect on student achievement and promoting equity. Focuses on classroom arrangement and organization, bias-free instructional materials, and attending to equity in verbal and nonverbal classroom language and interaction. (CT)

Analysis of regular classroom behaviors of 13 behaviorally disordered males (grades three to five and 13 controls revealed that 10 behaviors (e.g., social interaction/teacher, directions, out-of-seat) accounted for 81 percent of variance in group membership. Child behaviors as well as child and teacher behaviors combined produced significant…

Teachers can improve their practice by listening to, reflecting on, and making sense of practice. Sensemaking strategies include: deductive thinking; inductive thinking; and transductive thinking. (CB)

Describes a year-long research project in two primary schools which sought to investigate the degree to which gender status affected schooling practices. The study used demographic data, document analysis, observation, interviews, and classroom interaction analysis. Reports data showing sexism in the formal and hidden curriculum. (JDH)

The case study describes an intervention program using paradoxical strategies to help a teacher cope with hyperactivity in the classroom. In line with the ecological model, the focus of change is not the hyperactive child, but the teacher; the study discusses the role of the school psychologist. (Author/CL)