Examined the role of classroom discipline in promoting student responsibility for the protection of learning and safety rights in Australian classrooms. Surveys indicated that students believed teachers reacted to classroom misbehavior by increasing their use of coercive discipline, which inhibited development of student responsibility and…

Notes that recent critiques of process approaches to writing claim that an implicit mode of instruction privileging mainstream students is typical of process approaches. Traces implicit instruction to the structuralist intellectual tradition. Concludes that a poststructuralist appreciation of differences, especially difference among discourses,…

Provides examples of typical mathematics statements that elementary school teachers use when teaching mathematics, demonstrating how they are imprecise or incorrect. Suggests ways teachers can present ideas more clearly and precisely, noting that appropriate mathematical language should help students gain conceptual understanding, rather than…

Five areas of academic loyalty in higher education are examined: to discipline; to students; to colleagues; to institution; to society. Traditional moral approaches are assessed for effectiveness as a framework for resolving academic conflicts of interest and responsibility. It is suggested that the ethical foundations of academic codes of conduct…

Argues that inquiry is not merely using a "new" set of instructional practices, but rather involves a theoretical shift in viewing curriculum, students, learning, and teaching. (SR)

Describes a faculty development workshop designed to teach about the Six Trait Analytical Model, explaining how the facilitator's presentation and the attending teachers' attitudes combined to make the workshop a grueling experience. (SM)

Describes how an English teacher slowed down her class and took out certain activities, in order to put in reflection. Relates how she now requires (and teaches) students to reflect on what the things they read actually mean to them, their beliefs and their lives. Shows students relating to the classics in vivid ways. (SR)

Examines Dutch teachers' views of their teaching responsibilities. Data from interviews with elementary and secondary teachers indicate that many teachers are fearful of moral issues that can arise in their classes, and they avoid situations in which they must settle disputes, handle inappropriate behavior, settle moral dilemmas, and judge what…

Examined the link between early childhood teacher beliefs measured through a self-report questionnaire and behaviors assessed with four observational measures via videotape. Found that there was no relationship between teachers' beliefs and actions. When teachers had more experience with children, they were less sensitive. Early childhood teaching…

Describes several cases involving the sexual abuse of students by teachers and other staff members; suggests ways school districts can protect their students from abusive staff members, especially pedophiles. (PKP)

Describes how two self described "optimistic feminist teachers" soon realized how difficult it is to combat elementary students' ingrained views of gender and power roles. Explores how creative drama could be used to explore gender assumptions, and which pedagogical techniques can help prevent gender bias in the classroom. Notes the teachers…

Describes the author's experiences teaching Girl Scouts writing and poetry. Concludes that she learned many crucial lessons from her students including lessons on power relations in the classroom, on communication across cultural and even generational divides, and on the varieties of poetry that can be made by the varieties of imaginative…

Compares value education, critical thinking, moral development, and critical pedagogy. States that teachers' values are expressed in instructional content and methods. Urges teachers to balance expressing their own values and exposing students to different perspectives. (SK)

Registered nurses in a bachelor's degree program (n=56) rated the following as important clinical teacher behaviors: evaluation, professional competence, interpersonal relationship, and teaching ability. They valued teachers who were approachable, fair, open, and honest and who fostered mutual respect. (Contains 25 references.) (SK)

Uses a formative experiment design to learn about ways in which a teacher used questioning strategies to help students expand their intertextual boundaries during discussions about literature. Concludes that the use of a questioning framework such as the Directed Reading-Connecting Activity helps teachers organize their thoughts before discussions…