Reports the results of a survey of Wisconsin secondary social studies teachers designed to answer the question: To what extent do teachers use simulations? Describes the study designed to replicate an earlier survey of Ohio teachers in 1979 by J.J. Blaga. Compares the results of the two surveys. Concludes simulation use has increased. (RW)

Examines preservice teachers' understanding of an analytic framework for making classroom-level decisions about students' instructional needs in reading. Finds that the content of teacher responses to student problems is affected by the content of each problem area and of each problem scenario. Discusses the patterns of teacher responses in terms…

A general overview of desirable teacher characteristics includes: the use of individual teaching strategies, especially those that promote critical thinking skills; the ability to develop individualized and cooperative curricula; extensive subject-matter knowledge; and the ability to view and handle the dynamics of a classroom. (Author)

A questionnaire was used to survey teachers in an attempt to determine whether there were characteristics particular to kindergarten teachers who strongly supported parent involvement in kindergarten programs. Findings suggest that there are such characteristics. (Author/BB)

Investigates perceptions of 58 children of 3-5 years concerning their experiences in day care. Children were interviewed with the Day Care Center Toy And Interview Questionnaire. Questions concerned liking for day care, problem situations, day care activities, and behaviors of teachers. (RJC)

In a comparison of two early childhood teachers, Teacher N's environment was open and soft with complex and super units. But Teacher N failed to interact with the children. Although Teacher K's setting was closed, hard, and simple, she had good rapport with the children. (RJC)

Describes effects of field dependent and independent cognitive styles on teachers' instructional behaviors and compatibility between student and teacher. (RJC)

Investigates the relationships among applied music teaching behaviors and personality variables as measured by the Myers-Briggs Type Indicator (MBTI). Suggests that personality variables may be important factors underlying four applied music teaching behaviors: approvals, rate of reinforcement, teacher model/performance, and pace. (LS)

Structured observation of the work behavior of five elementary school teachers revealed that, in comparison with secondary school and sixth-grade teachers, these subjects exhibited higher levels of "busyness," possibly resulting from the wider array of needs and demands of younger children with higher activity levels. (Author/CB)

An educator of the gifted reflects on issues equally relevant to gifted students and their teachers including being stifled by misconceptions about giftedness, spending more time reflecting on future efforts than on current achievements, and awkwardness about using the term "gifted" in relation to self. (DB)

Follow-up study of the extent to which teachers implemented objectives of a course on microcomputer applications up to two years after they had taken the course indicated that school districts' investments in inservice education will have limited returns if they only provide the courses and neglect to anticipate or provide follow-up support.…

Statistical analyses of class size influences on student achievement generally lack a solid theoretical foundation. This paper uses the assumptions and methods of economic theory to study "rational" teacher behavior and prove that increasing class size reduces student achievement. Although the suggested model is elementary and simplified, it lays…

A popular and award-winning psychology professor and filmmaker has been found guilty of sexually harassing four former students who were afraid of losing employment. In addition, a trustee tried to discourage another graduate from becoming involved in the case. (MSE)

Reports on teachers' responses to a hypothetical case study of an ethical dilemma occurring in an early childhood setting that concerned a child with a possibly contagious disease. Discusses the use of the National Association for the Education of Young Children's code of ethics to resolve problems in everyday practice. (TJQ)

Notes that the move from writing privately to writing professionally can be daunting. Suggests that various kinds of sharing, group interaction, and feedback from colleagues can ease the transition from private to public writing. (SR)