Suggestions are provided to help school superintendents avert problems of sexual abuse by teachers before they happen: (1) screen employees carefully; (2) know your principals; and (3) have principals keep a sharp eye on their staff for potentially significant changes in behavior. (TE)

Proposes an instrument that should help teachers and administrators monitor instructional reading practices and abilities in the content area classroom. (HOD)

Suggests that a successful composition inservice program revolves around four components--theory/knowledge, categories or schema, teacher attitudes, and teacher behavior. Concludes that as teachers acquire knowledge of categories, and as they change attitudes toward self-assessing and revising, they change their behavior. (FL)

A 1982-83 study evaluating the level of sex equity in early childhood settings found that, while the areas of teaching behaviors and child awareness were strong, the areas of center/community, facilities and equipment, and career awareness need improvement in terms of encouraging sex equity and eliminating stereotypes. (SK)

This study examines teachers' interactions with fourth- and fifth-grade Mexican American (n=40) and Anglo American (n=59) students who were similar in terms of socioeconomic background, level of academic achievement, and English proficiency. The relationship of these interactions to students' achievement is also examined. (PN)

Concludes that teachers pick and choose when it comes to using activities suggested by teachers' manuals. Reviews what they do and do not use. (FL)

This digest of assertiveness training research advises principals of their professional rights and recommends assertiveness techniques for maintaining authority over manipulative staff while preserving a collegial relationship. Such techniques as broken record, fogging, negative assertion, and negative inquiry are illustrated. (MJL)

Introduces the concept of formal and informal groups in a variety of settings, including the classroom. Argues that informal group processes in the classroom do make a difference in the accomplishment of formal learning goals and provides suggestions for legitimizing communication about student feelings and for giving to students formal…

In response to the Teacher Approval-Disapproval Scale (TADS), elementary school boys report receiving more personal disapproval and less personal approval from their teachers than do elementary school girls, but boys and girls do not differ in reporting how frequently their teachers distribute approvals and disapprovals to the whole class. (Author)

Discusses optimal teacher actions in developing inquiry skills through Flanders Category System, (created to describe and classify classroom interactions), and Blooms Taxonomy of Educational Objectives, (created to identify levels of intellectual operations). Identifies different purposes served by different level questions. (Author/DB)

Notes that it is not surprising to find a time lag between the development of a field, in this case socio-linguistics, and the application of its concepts and methodologies to a specific setting, the classroom. (Author)

Two teacher behavior patterns differing in the degree of directiveness utilized by the teacher were investigated. The results show that teacher behavior does effect student behavior in elementary science classes where hands on activities are employed and presents evidence that materials, activities, and curricula cannot be made teacher-proof. (BT)

In studies relating teacher effectiveness and student achievement, the establishment of empirical relationships between teacher behavior as an independent variable and student behavior as a dependent variable is essential. Problems concerned with instrumentation, methodology, and statistics of such research are discussed. (BT)

Selected results from the research completed under the Effective Teacher Education Program is presented, and ways are explored in which this research can be applied to teaching. (MM)

The Carroll County Project proposes to develop a plan for identifying and measuring teacher competency areas and related teacher behaviors, and to assess the extent to which these teacher behaviors affect student outcomes, school goals, and objectives. (MM)