The Minnesota Teacher Attitude Inventory (MTAI) and the Sixteen Personality Factors Questionnaire (16PF) were administered to 395 undergraduate teachers-in-training. The MTAI and the 16PF contained three related factors accounting for 41 percent of their total variance. It was concluded that teachers' attitudes toward their pupils are determined…

Too often, elective programs are simply a matter of new terms applied to old methods, materials, and arrangements. (JH)

Teachers were anonymously surveyed for their views on the ethics of teacher discussions of individual students in formal and informal settings, the latter signifying the teachers' lounge, hallways, etc. (SJL)

Describes a training program in interpersonal skills for teachers and its effects on teacher-student relationships and interaction patterns. Results indicate that the self-instructional module offered an effective alternative to traditional approaches to communication skills training. (Author)

The relationship of continuing personal growth and improved self-concept on the part of the teacher and effectiveness in teaching is discussed. (JD)

This study of school violence presents data establishing the extent of deviant behavior, a theory explaining deviance in the schools, and some policy variables. (JMF)

From the perspective of the student audience, the general results of the study suggest that, as teacher custodialism increases, the more robust are acts of student brinksmanship, the less robust is the teacher's pupil control behavior, and the less the teacher is liked by students. (Author)

Teaching requires nonauthoritarian personalities and, unfortunately, most Jamaican teachers are both authoritarian and conformist in their attitudes. Teacher training colleges must become aware that this is a problem and modify their programs to discourage the existing rigid approach to education. (WI)

In order to teach well, student teachers must learn to put theories and philosophies of education into practice, rather than learning to "go through the motions" of teaching. This is especially true in the Caribbean, where few student teachers understand the dynamics of learning or their own role in the learning process. (WI)

Results of an opinionnaire surveying 451 undergraduate college students generally indicated that coaches do make a favorable impression on students, but that there is considerable room for application of a more idealistic or humanistic philosophy to coaching. (MJB)

Data collected form studies conducted in preservice teacher workshops present a strong case that it is possible to train preservice teachers to increase their level of teacher enthusiasm. (JD)

Suggests that there is no rule that guarantees appropriate classroom behavior, yet, to control the class, a teacher must control himself. Gives 13 tenets for helping elementary teachers to maintain a controlled classroom and 12 guides for improving student behavior. (Author/RK)

Suggestions are made for priority and strategy changes designed to make the process-product model for investigating effective teacher behaviors more productive. (MJB)

This study suggest that feedback, goal setting, and goal setting combined with feedback, when coupled with systematic observation and inservice training of teachers in instructional behaviors being observed, promotes instructional behavior change of those teachers who choose for themselves the nature and direction of the changes. (JD)

To investigate the role expectations of the high school learning disability resource teacher, a behavior scale was developed to which 134 incumbents responded as to their actual and desired role performance. (BD)