Three problem areas are identified in mainstreaming gifted students: (1) teachers who feel that gifted children do not need differentiated opportunities; (2) teachers who do not address students' needs in subject areas in which they feel uncomfortable; and (3) insecure teachers who feel threatened by the confrontational nature of some gifted…

Examines whether literacy assignments included characteristics that foster student learning and motivation. Interviews six elementary school teachers and their principal. Finds that accountability pressures to increase standardized test scores strongly influenced reading and language arts instruction. Finds that students seldom completed classwork…

A study was conducted to identify instructor classroom behaviors that students (n=735) enrolled in college of business classes believe contribute to their academic success. Findings indicate that 80% or more believe that 17 of the 51 behaviors included in the study were important. (Author/JOW)

Examines acquisition of proprietary vocabulary (a collection of words over which the owner has mastery of understanding in listening and reading and mastery of use in speaking and writing). Describes a thematic approach to vocabulary development, and teachers' use of creative experiences to enhance acquisition of proprietary vocabulary. (RS)

Suggests one strategy teachers can use to ease students' difficulty in hearing classmates in discussions. Asks teachers to move to positions around the classroom requiring students to speak loud enough to be heard by everyone. (HB)

Studies and identifies those teaching behaviors that foster critical thinking in an outdoor physical education environment. Discusses the roles a teacher must fulfill to stimulate critical thinking. Provides additional implications of the study for teachers in all areas, including nontraditional classrooms. (HB)

Offers a description by a first-grade teacher of changes in the literacy attitudes and abilities of two boys at risk for school failures prior to successful literacy experiences in her classroom. (SR)

Presents and discusses eight principles for classroom literacy instruction that can be remembered easily and that stand a chance of being implemented. (SR)

Examines the use and influence of compliance-gaining strategies by graduate teaching assistants in the college classroom. Compares these power patterns to those of university professors. Indicates that use of behavior alteration techniques is significantly related to student affective learning. (SR)

This article examines the efforts of three high school teachers at Richland High School in Richland (Washington) to change the school logo from a mushroom cloud, the symbol for a nuclear explosion. Opposition to these teachers' efforts has come from school administrators and fellow teachers, students, alumnae, and community residents. (IAH)

Describes team-taught courses in which the lectures of each team member are critiqued by other team members. Stresses that the result is a deeper, more critical analysis of each team member's material and of the interrelationship of their presentations. (DB)

Presents survey results of 183 teachers in 13 elementary schools regarding read-aloud practices, stated benefits of reading aloud, favorite titles selected for reading aloud (grades k-6), and recommendations for planning read-aloud sessions. (NH)

Discusses at-risk students' attitudes toward reading and their varying levels of response to literature. Finds that students' attitudes toward reading improved after one semester of discussion groups. Presents excerpts from classroom discussions. Discusses elements to encourage response. (RS)

Presents an ethnographic study of a first-grade whole-language classroom. Focuses on the teacher's philosophical evolution and the pivotal classroom interactions that served to translate her beliefs into practice. Notes that, even for a master teacher, the temptation to retain control was formidable. (RS)

Explains how and why the Key Concerns in Team Teaching Rating Scale was developed. Suggests how the scale can be used by others who become involved in training for team teaching. Includes the scale. (RS)