Examined teacher-sex differences in attitudes and behaviors toward male and female pupils. Observation data suggested that boys receive more reprimands than girls and that female teachers were more positive than male teachers in their attitudes and behaviors toward their pupils. (Author/PN)

Data were collected from 173 public school and college teachers who taught both adults and children. When teaching adults, teachers appear to emphasize learner-centered behaviors and deemphasize controlling behaviors. Teaching differences were related to perceived differences between adults and pre-adults on learning-related characteristics.…

Recent research has substantiated long-standing beliefs of classroom teachers about the relationship between pupil engagement and achievement; one of these is that increased pupil involvement or attention to the learning task increases learning. Additionally, consistent teaching behaviors and classroom variables are frequently associated with…

Research has shown that teacher expectations not only determine certain types of student performance but also serve to sustain low and high levels of performance. A model shows how teacher expectations are formed, how they are communicated, and how they sustain levels of student performance in physical education. (JN)

Reviews elementary school teachers' reliance on commercial reading materials and suggests, as an objective factor for their teacher behavior, their belief that greater managerial control over classroom instruction will solve the problems of reading programs. Traces the evolution of this assumption and discusses its ramifications. (FL)

Research on teaching has begun to yield important distinctions between the teaching performances of more effective and less effective teachers. More effective teachers are shown to use a wide variety of teaching behaviors at appropriate times. Teaching behaviors comprising Direct Instruction are most effective for keeping students on task. (JN)

Results of a survey conducted to explore one component of sexual interaction between students and teachers as it occurs in and outside of the classroom are discussed. Flirtations activities are defined, the extent to which flirting occurs in the college environment is determined, and the perceived consequences of flirting are reported. (Author/GK)

Describes the Science Activity Teaching model, which incorporates five teacher managerial behaviors into a model with these subcomponents: focus activity, student instructions, student group activity, synthesizing, and evaluation. This plan provides for the development of fate control, language formation, and social skills. (CS)

Stafford's counter-reply to Edgley's article, "Marxism, Education and Mr. Stafford" (v15 n2 p167-70 1981). The author clarifies his views on (1) the wage earner's right of dissent, (2) class differences as a source of social problems, (3) the tendency of political commitment to become ideological dogmatism, and (4) the evidence demonstrating…

Two low-inference teacher clarity variables, vagueness terms and mazes, are discussed in terms of their effect on student achievement and on student perception of lesson effectiveness. Results indicate that high frequencies of teacher vagueness terms inhibit student achievement and cause students to perceive the lesson as ineffective. (Authors/JN)

There is no need for a special unit to be developed about courtesy. Everyday activities and situations offer ample opportunity for its practice, for children will imitate the good manners they see adults using. (Author/SJL)

The author suggests three elements of personal preparation to all Catholic educators, so that they will be comfortable in the catholicity of the school and reflective of Christ in their living and teaching: clear communication with God through prayer, sacrifice, and sharing. (Author/SJL)

Discusses observation of teaching behavior (what should be recorded, what methods of recording are available, what is low inference and high inference data) and aspects of teacher evaluation (summative evaluation, formative evaluation and constraints on the evaluative process). (SS)

Instructors were taught that pupil ability was either extrinsic or intrinsic, and were led to believe one pupil possessed high ability and one low ability. Instructors adopted teaching strategies based on the theory of ability they had been taught. Pupils behaved in ways which confirmed teacher expectations. (Author/DB)

Addresses the significance of teacher role in the control of student behavior in laboratory groups. Elementary school science classes were observed and videotaped. Changes in interaction setting (teacher-class, pupil-pupil, and intervention) or "treatments" were noted for each class. Conclusions are made concerning teacher interventions…