The beliefs of teachers with respect to open education are discussed. The point is made that a teacher who expresses a desire to move toward an open classroom environment must first come to trust beliefs and values that may be alien to her own beliefs and must learn to value the following ideas: (1) The life of a child in school is not a…

Categories of effective and ineffective behavior in regard to Goal Six of the Quality Education Program (regarding good health habits) are listed. Both the rationales for areas of effective student behavior and the categories of teacher strategies are also included. (See TM 001 375 for project description.) (MS)

Categories of effective and ineffective behavior in regard to Goal Seven of the Quality Education Program (regarding creativity) are listed. Both the rationales for areas of effective student behavior and the categories of teacher strategies are also included. (See TM 001 375 for project description.) (MS)

The purpose of this study was to examine the factor structure stability of the Student Evaluation of College Teaching Behaviors (SECTB), a 60-item, low inference type of student rating instrument designed to assess college teaching behaviors. While the original factor structure was based on the responses of both faculty and students, including…

The results of this study show that an experimental training program for graduate teacher assistants (TAs) affected the observable teaching behavior of the participants in two respects--(1) participants made significantly greater use of instructional objectives and (2) they engaged in significantly more student-centered teaching. The subjects for…

The Polychronometer, the design and mechanism of which is described, is suggested for use in any situation where time variables have to be measured as duration and frequency. Its use in language lesson analysis is discussed. (RM)

The classroom interaction of ten foreign language teachers identified as outstanding was studied and compared with that of a group of typical teachers. The FLint system of interaction analysis and anecdotal records were used to collect data as the teachers taught four different lessons. Differences between the groups are discussed. (Author/RM)

Provides and explains a teacher self-evaluation instrument designed to measure inquiry teaching. Recommends that a lesson be videotaped after which the educator scores the presentation on the criteria of lesson content, student behavior, teacher behavior, and questioning techniques. (CP)

The author advises teachers on ways to alter their own attitudes and behavior that will improve classroom discipline and prevent students from taking advantage of them. (SJL)

Recent research on the topic of effective teaching is reviewed in this article, with emphasis given to teacher behavior, research methodology, and directions for future research. (DS)

Faculty members in Israel who had previously agreed to have results of student evaluations included in their files were rated more highly by the students than those who decided against it. (JMF)

Examination of disciplinary referrals reveals patterns involving the relationship of race and sex of both teachers and students with White female teachers making significantly more referrals than their Black male counterparts. Several questions for future study are raised. (JMF)

The effect of protocol films of contrasting structure (presence or absence of formal interpretive framework) on the acquisition of teacher behavior concepts and reactions to the filmed treatment was investigated. Pre- and post-testing assessed gains in concept acquisition. Effects of manipulating structure on teacher attitudes and concept…

The findings of this study suggest that (1) the previous track-record (how well teachers have performed differentially with groups of students having different learning rates) helps to predict how well teachers will do with students in their regular classrooms and (2) matched teacher/classrooms produce significantly higher achievers than do…

Teacher preference may well be the underlying element that determines the association between instructional formats and control activities. (Author)