The natural rates of teacher approval of appropriate student behavior and off-task student behavior were determined in middle school classrooms. Mean rates of teacher approval were found to exceed rates of disapproval. Inappropriate approval also appeared to be a relevant factor in managing classroom behavior. (Author/ DWH)

A verbatim transcription of a lesson in a class of 10- to 11-year-olds is analyzed to support the observation that, in mixed-sex classrooms, male pupils receive more teacher attention than females. Among the reasons found for this imbalance is the tendency of boys to engage in strategies to secure attention. (SK)

Determined if a relationship exists between direct and indirect verbal influences of the teacher and (1) students' achievement in biology and (2) students' level of class participation. Results show that students in an indirect group achieved better and participated more in class activities than students in a direct group. (JN)

Summarizes research that can be used to describe an effective teacher. Identifies and defines four groups of teaching behaviors, suggesting that effective teachers are already exhibiting these behaviors, but that by becoming sensitive to and/or polishing them, professional educators can move toward greater effectiveness in the schools. (HTH)

Reviews traditional models for evaluating teachers, then proposes a model based on the appropriateness and quality of lessons. (FL)

A conceptual framework, patterned on the Presage-Process-Product model, was designed to help sequence relevant elements of the dance teaching-learning process. Research based on this framework is needed to generate practical and theoretical pedagogical guidelines. (Author/DF)

Recent research on teacher effectiveness provides directives for educational improvement. A review of some research findings regarding questioning, time on task, teacher expectations, and inservice teacher education is offered. The benefits of this research to students is explored. (DF)

Research on teaching is beginning to uncover what teachers do to create conditions that foster learning. Some ideas about teacher behavior that have been linked to positive learning outcomes are explored. Five teaching styles that can be linked to research findings are presented. (DF)

To examine the importance of teacher behaviors in terms of different student goals (obtaining good grades and learning the subject matter), as well as the variance in student response by gender and age, responses of 134 undergraduates and 275 graduate students were compared. Goals, age, and sex were all found to be significant. (SK)

Attracting top teachers to small school systems involves a different recruiting process: advertise widely, use telephone contacts, get there first, don't overweight interviews, do classroom observations, and keep up personal contact. (MD)

Reports on a study of the influence of format, criteria, and the passage of time on teacher evaluations of student writing; found that a rating scale influenced stability of grades over time and higher grades generally. (AEA)

Argues that the teacher selection process should begin at the college level with aptitude testing and personal interviews by a faculty committee. Calls upon administrators to borrow from the hiring practices of the business world in choosing teachers. (FL)

Describes recent research about the influence of teacher expectations on student achievement. Different types of teacher expectations and expectation effects are defined, and evidence for the existence of these effects is examined. Research on how teacher expectations are communicated to students is summarized, and the implications of this…

Evaluated impact of using English, the "Mother Tongue" (Yoruba), or a structural bilingual mix of English and Yoruba in classroom communication. Found little difference in frequency of teaching behavior patterns, although in some instances teachers speaking Yoruba were more active. (CJM)

Instructors at Cleveland State University have designed an activity that moves prospective supervisor teachers through the steps of a particular model simulation to develop needed skills. (SK)