Argues that inservice programs are important in disseminating information, but do little to help teachers receive feedback about their teaching. Argues that by focusing on the children instead of the teacher and allowing the teacher to be in charge, reading supervisors can form partnerships with teachers based on mutual trust and respect. (RS)

An instrument, "The Teacher Student Interaction Analysis," was developed to supply direct observation data on the number and kinds of teacher/student interactions and display data visually. The paper describes the instrument, summarizes field testing procedures and outcomes, and illustrates analysis outcomes. (Author/DB)

Notes that neither teacher experience nor graduate level reading courses have much effect on instructional practices. Argues that answering the questions of how additional knowledge can get translated into classroom practice and how to identify the most effective teachers of reading comprehension are more important than identifying still more…

Argues that, like high school teachers, college teachers also teach every day and feel like they are "in the trenches." Notes that, although college teachers and high school teachers operate in different settings, they are both teachers. Suggests that college teachers and high school teachers can and should talk to each other. (RS)

Reviews five books of research on teaching, including teaching with a word processor, peer response groups, mastery teaching, and teaching adolescents. (RS)

Suggests that the notion of empowering students allows some teachers to resolve their uneasiness about power. Asserts that teachers' denial or renunciation of their power can lead them to deny or ignore students' dependency on them. Argues that confronting the power in empowering students must include confronting teachers' power and how they use…

Investigated effects of a collaborative planning task on problem solving and attention to reading comprehension on the part of six student teachers. The group planning task caused student teachers to think about reading and reading instruction and involved them in problem-solving activities associated with the cyclic planning process and teacher…

Maintains that professionalization theories for pedagogics, which center on the individual and on competence, must be complemented by a historical-functional analysis. Proposes a corresponding interpretation on the function of education in modern societies, and gives an outline of its theoretical foundations. Discusses problems of…

Investigates teachers' use of humor in relationship to immediacy and affective learning outcomes. Reports that (1) amount and type of humor influenced learning; (2) students were particularly aware of tendentious humor; (3) an overdependence on tendentious humor diminished affect; (4) male and female students perceive humor differently; and (5)…

Time allocated for instruction and time in which students are engaged in academic tasks can vary. Research findings show that teachers' management of time markedly affects student learning, particularly in regard to what is produced during engaged time. (SK)

Teachers who regularly "enable" or rescue students are inadvertently reinforcing irresponsible behaviors that undermine students' self-esteem. This article discusses how and why "enabling" occurs in schools, how it affects students, and how "codependent" adults can minimize behaviors allowing students to avoid responsibilities and opportunities…

Reviews the conceptualization, methodology, productivity, interpretation, and application of teaching research which focuses on the relation between classroom processes (teaching) and products (what students learn). (DE)

Investigates the degree to which 98 elementary teachers were encouraged to use reflective thinking and teaching skills during their student teaching. Makes recommendations for changes in preparation of future teachers. (RJC)

Investigated the relation of early childhood training and experience to the professional development of 533 child care workers. Questionnaire data indicated limited involvement in conventional practices of professional development. Higher levels of both training and experience were associated with high involvement in conventional forms of…

This article discusses problem solving and how science educators can integrate problem solving into their instruction. The Search, Solve, Create, and Share (SSCS) model was developed based on the findings of problem solving research. (YP)