Investigates the effects of one teacher's structuring and reacting behaviors on 53 second graders' learning of factual materials. Four treatment groups were established: high structuring and high reacting, high structuring and low reacting, low structuring and high reacting, and low structuring and low reacting. (RH)

Events following children's imitation were observed. In the first study, immediate imitation of peers was observed during free play in four groups of preschoolers 23 months to 5 years of age. In the second study, immediate imitation of both peers and adults was observed in six groups of preschoolers 27 months to 5 years of age. (Author/RH)

Argues that early classroom experience can be regarded as a "hidden pedagogy" which exerts a stronger influence on new teachers' perceptions of their jobs than the ideas taught in teacher education programs. Teachers believe that to be successful they must establish classroom control and maintain the privacy of the situation. (AM)

Bruce Brombacher, 1982's Teacher of the Year from Jones Junior High School in Upper Arlington, Ohio, discusses his reasons for teaching, teaching methods, and his role as a teacher. (JOW)

Measurement training had little general effect on either the behavior of two teachers or of their multihandicapped deaf students. However, after programing training, teachers increased their program writing and correct use of behavior modification procedures and generalized this training across pupils and target behaviors. (Author)

Reviews research concerning how teachers determine the content their students learn and discusses both the conscious decision making involved in selecting curriculum and the unwitting reductions and distortions introduced into intended curriculum in the process of attempting to teach. (Author/MP)

Explores teachers' weaknesses that encourage discipline problems within the classroom: teaching style, personality problems, overreacting, friendship (student/teacher relationships), mass punishment, ignoring cries for help, reward centers, false promise of punishment, and "breaking the student's spirit" approach. Provides checklist for teachers…

A question-answer format on how specific teacher behaviors influence students' acquisition of information, ability to make information meaningful, and application of meaning to new situations. (Author/MLF)

A school psychologist offers suggestions for combating the tensions of teaching, particularly the "roadrunner syndrome" - the feeling of always being in a hurry. (SJL)

Presents a list of questions to help teachers examine their past efforts and make resolutions for the new year. (SJL)

A scale designed to measure teachers' generalized expectations for internal-external control over student success and failure in the classroom is described. Validation studies indicated that the scale predicted teachers' behaviors in the classroom, including their willingness to adopt new instructional techniques. (Author/JN)

Discusses several aspects of nonverbal communication whereby teachers convey messages about their feelings, needs, and preferences. Types of nonverbal communication include vocal intonation, facial expressions, eye contact, touch, spatial distance, and dress. Implications for classroom outcomes of a teacher's nonverbal communication are presented.…

Reading lessons of deaf and hearing children were analyzed for teacher- and child-initiated stops, reasons for stops, time spent, and reading rate. Lessons of deaf children differed markedly from those of hearing children using the same text. Results are discussed in relation to reading retardation in the deaf. (Author/SJL)

Cites materials in the ERIC system concerning research on classroom communication and its implications, and notes some of the problems with that research. (HTH)

No significant difference is found between the verbal interaction of White high school teachers with Black and White students in desegregated classrooms. (Author)