A lag sequential analysis method was used to analyze observational data of regular classroom behaviors of learning disabled, seriously emotionally disturbed, and average elementary grade children. Teachers behaved differentially toward the handicapped children, interacting with them primarily when they were not on task. (Author/DB)

This article describes teacher behaviors that frequently cause trouble for student teachers and suggests some approaches to help overcome these obstacles. (MT)

Student teachers were asked to respond to profiles of various styles of dealing with adolescent identity issues. They responded most favorably to the profile indicating adolescent exploration of occupational and ideological alternatives and least favorably to an apparent non-concern with adolescent issues. (Author/LMO)

Provides comparative data on the use of humor, self-disclosure, and narrative by award-winning college and secondary teachers. Indicates that these teachers used these dramatic behaviors to clarify course content, and that they used them significantly more than the nonaward winning teachers from the same educational levels. (MS)

This article critically examines the nature of teacher isolation. Two common research orientations are first characterized--isolation as a condition of teachers' work and isolation as a psychological state--and then an alternative perspective, isolation as an adaptive strategy, is proposed. (TE)

The study observed 30 secondary vocational educators to gather data on the instructional environments of vocational education programs relevant to learning-disabled students. Data were collected on curricular content, curricular format, student behavior, teacher behavior, and teacher focus. Differences between exploratory and preparatory programs…

Preservice teachers were assessed for their beliefs about the use of nonverbal activity in the classroom and for their awareness of their own nonverbal classroom behaviors. Findings are discussed. (Author/MT)

Examined whether relationship existed between increased amounts of teacher touch and students' self-esteem in third grade students (N=165). Although positive changes were observed in student self-esteem from the pretest to the posttest measurements in both experimental and control groups, no significant differences between the groups were found.…

Investigates nature and functions of teachers' verbal communication by presenting empirical evidence that relates teacher talk and routines to classroom management and learning. Demonstrates how routines of a teacher of four mentally retarded students vary as a function of (1) the social configuration of the classroom, (2) the structure of the…

Examines teachers' beliefs and observed classroom behavior to discover if consistency exists between the two. Findings show that beliefs must be understood in terms of a clustering effect of beliefs in belief systems. Such findings can be used to understand teacher decision making processes and teaching strategies. (SA)

Offers suggestions to help writing teachers overcome inertia and fear and begin writing themselves. (FL)

A large-scale longitudinal study identified, through assessment of 118 classroom teachers and selected mainstreamed students (most of whom were learning disabled), 15 effective teaching behaviors for mildly handicapped students, including assignment of learning tasks with high success rates, frequent positive feedback, efficient use of classroom…

Reports on peer interactions and aspects of three events (teacher behavior, material use, and peer presence) in four preschool classroom activity contexts. (HOD)

Elementary school teachers were interviewed about the decisions they made during previous lessons. Three hypotheses were developed: (1) teachers' interactive decision making (IDM) is grounded in the lessons and subordinates' cognitive representations of the activity; (2) IDM moves a lesson to completion; and (3) decision rules support this…

Describes a study of a group of teachers and the data collected on variables from an extensive series of psychological tests, biographical variables, and college examination variables. Issues concerning the future, both of the participants in the study and the research itself, are discussed. (CT)