Results indicate that teachers' activities are affected by their work-value orientations. Further, the bureaucratic orientation was not found to be in conflict with cosmopolitan or local values, but rather complementary to the local orientation in its effect on teachers' activity. (Author/IRT)

Examines the dynamics of the formation of impressions that teachers and pupils have of one another and suggests that the time pupils take to complete a teacher-directed task may be a nonverbal component in the formation of teachers' impressions. (Author/MP)

Urges writing teachers to get back to these basics: valuing writing and enthusiasm for writing, showing interest in and responsiveness to students as writers, encouraging reading for pleasure, making use of insights into the writing process, and helping students develop self-editing that sharpens ideas while eliminating mechanical errors. (RL)

Ways of dealing with requests or demands for the teacher's attention from outside the teacher group activity are discussed. (MJB)

An example is given of a teacher's discipline methods adversely affecting a child's self-esteem. (JD)

Investigates a number of factors underlying junior- and senior-high science teachers' beliefs and behaviors. A Science Classroom Behavior Q-Sort was developed and administered to 67 teachers. Analysis of results sorted teachers into three distinct groups; tables list the five highest and five most distinctive beliefs of each group. (CS)

This study attempted to determine if teachers discriminate against female learners of mathematics. More than 1000 secondary mathematics teachers were asked to grade four geometry proofs. Student sex and ability were the independent variables. Analysis yielded no significant F ratios for either of the main effects or their interaction. (Author/MK)

An observational instrument was used to study the teaching behavior of physical education teachers. Analysis indicated that teachers showed low percentages of positive and negative behavior and high percentages of managing and monitoring behavior. (Author)

Some helpful hints for beginning teachers confronting their first class are offered. Hints include encouraging student participation, providing a course overview, utilizing classroom order techniques, making and following a plan, and accumulating experience. (MF)

This experiment examines the impact of a higher-order question teaching strategy on student process (classroom behaviors) and product (achievement and attitude) variables. Results generally show some impact on student process variables but little positive impact on student product variables. (Author/JMF)

A field experiment tested whether teachers change their behavior when they receive student ratings as feedback on their own behavior and on the behavior of a fictitious ideal teacher (from the students' perspective). It was concluded that effectiveness of feedback on behavioral changes in teachers is not especially high. (Author)

Adult assistance procedures were experimentally compared for their effects upon the preschool child's tendency to persist in self-selected manipulative tasks in a free-play setting. (JMB)

It was found that teachers' own views on pupil control predicted their pupil control behavior, while organizational pressures, represented by teacher perceptions of the pupil control views of colleagues and the principal, failed to do so. (Author/IRT)

Teachers can be effective health educators by setting a good example for students. (JD)

A model of teacher decision-making, which describes how a teacher pursues a plan by means of a set of tactics, is presented. It is argued that teaching competence derives in part from the teacher's ability to generate appropriate tactics. Implications for teacher training are discussed. (RLV)