Since teacher enthusiasm affects student learning and attitudes, physical educators must be able to select teaching behaviors indicative of enthusiasm. Three chief categories which are necessary to the communication of enthusiasm are identified as: (1) participation; (2) encouragement; and (3) praise. (JN)

Offers a series of questions related to language usage, writing, spelling and punctuation, grammar, and language variety that provide a structure for introducing problem solving into the English teacher education curriculum. Considers problem solving as a means of giving students a sense of potential conflicts they might have to resolve. (RL)

By keeping a diary of her class activities, the author was able to analyze her teaching behaviors and judge if they helped or hindered her goal of developing her students as independent learners. Extracts from the diary are included. (SJL)

Presents results from the Beginning Teacher Evaluation Study (BTES) on patterns of instructional time allocations in reading and mathematics in 25 second- and 2l fifth-grade classrooms. Implications of time pattern and subject coverage variations between classrooms are discussed. (SJL)

Examines methods of reducing teacher burnout, including strong peer support systems, teacher participation in decisions that directly affect their job performance, flexible scheduling, provision of advancement opportunities, inservice training programs, fair wage scales, and the understanding of school administration. (CT)

Responses from a sample of 71 secondary teachers and 1,272 students were consistent with the hypothesis that teachers' sense of power would be directly associated with the consistency of their beliefs and behavior concerning pupil control. Some speculations were advanced concerning additional influences on teacher belief-behavior consistency. (NEC)

Investigates teachers' responses to initiations of interaction by severely mentally handicapped children who were rated as extremely excitable or inhibitable. (MP)

Presents reasons for the lack of support for mainstreaming in secondary English classrooms. Suggests techniques that English teachers can use to adapt their teaching to the needs of all students. (JT)

This study investigated why children reproduce and/or reconstruct text in a classroom. The focus was on social classroom variables. Results supported the prediction that students would recall text differentially according to the response interaction pattern maintained with teachers. (Author/DB)

This article gives advice to recent graduates in education on how to find temporary assignments and how to conduct themselves as substitute teachers in order to land a permanent teaching job. (SJL)

Resources shared within a consortium of teacher centers improve the centers' performance and provide better inservice teacher education. (JD)

Twelve fifth- and sixth-grade field-dependent and field-independent teachers were observed for 96 hours in regular elementary classrooms. Statistically significant differences were obtained from 8 out of 10 instructional behaviors observed between field-dependent and field-independent teachers. (Author/SJL)

For four- and five-year-old lower socioeconomic status children learning basic mathematics, more indirect teacher behavior and the active involvement of the student in the learning process are significantly more effective in facilitating student achievement than is a direct instruction/passive reception learning mode. (JD)

Important classroom management tasks occur during the first several weeks of the year, when the teacher establishes expectations about behavior and teaches the students the classroom procedures. (Author)