Discusses a teacher's reactions when a student commented on the teacher's short story. Discusses dealing with feedback, the vulnerability of writers, and attitude changes. Claims that writing with students shifted the focus of the teacher's writing instruction and the focus of students' writing. (RS)

The Perceived Faculty Support Scale was completed by 300 associate degree students who persisted to completion, 83 who withdrew voluntarily, and 75 who withdrew due to academic failure. Factor analysis yielded the dimensions of psychological and functional support. Students who perceived greater faculty support were more likely to persist.…

Investigates the amount of classroom time devoted to actual text reading and writing or talking about what was read during the reading period in elementary classrooms. Finds that students spent only half as much time learning about reading and writing as actually reading and writing. (RS)

Discusses why it is important for teachers to demonstrate positive reading/thinking behaviors throughout the school year. Discusses five examples of such demonstrations in the classroom. (SR)

Examines teachers' narratives concerning their relationships with children in relation to teacher's characteristics and observations of teachers' behavior with children in the classroom. The feature of teachers' responses to interview questions most frequently associated with classroom behavior was expressed negative emotion. Results are discussed…

Provides results of a survey given to 150 educators across 5 school Direct Instruction implementations. Proposes that this survey is an initial step in the direction of determining teacher preferences with regard to levels of support and coaching provided in school. Finds teachers identified the team-teach method of coaching as the most effective.…

Suggests the best method of teaching short fiction is maieutic. Argues that students need to strengthen their thinking ability and can most effectively do so by responding to exploratory questions that relate to analysis. Suggests that the questions must be thoughtful, specific rather than general, and phrased in a way to encourage response. (SG)

Examines how experienced high school English teachers defined and gauged effective literature instruction. Finds teachers used differing models for literature instruction against which they gauged their effectiveness. Notes the kinds of models the teachers used determined whether or not they were willing to listen to feedback from students and to…

Explores a writing-project teacher's premises about writing and illustrates how those underlying principles drove her instruction, influenced children's work, and created a particular theory of writing in her classroom culture. Finds that writing conferences are important instructional conversations for teaching writing; learning to write involves…

Examines the degree to which United States adult literacy programs use materials and activities reflective of real-life literacy functions and degree to which relationships between teachers and students reflect mutuality and shared power. Finds the majority of programs involve students in literacy activities that do not reflect real-life literacy…

Presents in "journal entry" form, one year of teaching in particular that stands out as the year the author shifted from teaching facts to teaching children. Concludes that preparing students to perform well on standardized tests does not have to be separate from good teaching and authentic learning. (SG)

Explores the relationship between academic mentoring behaviors and the organizational socialization of new faculty members within the communication discipline. Indicates that mentors' tendencies to provide support and encouragement, a sense of collegiality, and research assistance are related to an organizational newcomer's feelings of…

Path analysis of data from 2,002 pupils and 99 teachers in Norwegian primary schools revealed the direct impact of class social structure on bullying. The joint impact of classroom management and social structure on bullying was substantial. No impact on bullying was found for class size or family variables. (Contains 41 references.) (SK)

Case studies were constructed for four prospective teachers who were purposely selected as a result of their scores on the Classroom Learning Environment Survey (CLES) to gain a better understanding of emerging constructivist beliefs and classroom practices. Finds two kinds of beliefs, central beliefs defined as those dictating subsequent teaching…

Suggests that the following three basic assumptions can eradicate negativity about parent teacher conferences: assume good will; assume competence; and assume a shared responsibility. Contends teachers should: assure parents of support; value parents' ideas and opinions; make parents comfortable; keep parents informed; and offer helpful…