This study examined means and variances of teacher behavior in effective versus ineffective elementary schools. Teacher and principal interviews and observations on seven dimensions of teaching behavior indicated effective schools had better teacher socialization processes, stronger instructional leaders, strictly enforced schoolwide discipline…

Discusses what "loving children" and "loving to teach" mean in terms of reasons why applicants want to work in a childcare center. Describes the ideal "child caregiver" personality as that of an adult learner who cares deeply about children. (DR)

Makes an argument that teachers will unintentionally impart their values to students and that it is better for teachers to be open and honest and to serve as a model of values clarification. Examines reasons for discussing such issues as dissection, anthropocentricity, evolution, and scientist's gender. (LZ)

Studied Japanese preschool children's conflict resolution and how they and their mothers evaluate teachers' conflict resolution methods. Found that preschoolers' conflicts stemmed from wide range of issues, including concerns about justice, rights, and fairness. Preschoolers used negotiation more than retribution or appeals to teachers, which…

Describes a study of 69 community college faculty members' espoused and implicit theories of teaching, their methods of diagnosing and responding to problems in the classroom, and the relationship between theory and practice. Reports a significant relationship between espoused theories and diagnoses and actions. (DMM)

Comparison of 88 expert teachers and 92 other teachers indicated that superior teachers prefer democratic, flexible climate, nonmoralistic attitudes, and close personal relationships with students. The caring element of teacher belief is the essential link in the classroom chain of teacher behavior, student belief, student behavior, and student…

Describes (and presents in an appendix) the Multidimensional Reading Instruction Observation Scale, a formative evaluative instrument to evaluate the quality of reading instruction by recording interactions between student and teacher regarding cognitive processes, affective processes, and management skills from three perspectives: teacher…

Examines teaching theories and classroom practices of elementary teachers regarding reading instruction. Finds that most held process theories about teaching, made untested assumptions to diagnose problematic classroom situations, and acted by retreating. (SR)

Offers parable concerning cobbler who lost control of how he operated within his profession. Notes many teachers also feel they are not in charge, that the curriculum is driven by standardized tests and/or the scope and sequence of the published program adopted by the school system. Expresses encouragement that a growing number of teachers are…

Examines effect of teaching approaches on students' responses to three picture books. Finds that students in a "literary analysis" group focused on identification of literary elements; students in a "literary experience" group indicated more involvement in the story world; and students who did not discuss the stories were more…

Investigates the changing practices of two elementary school teachers in conducting writing conferences with their students as they incorporated the Teachers College Writing Project into their teaching. Provides contrasting examples of the teachers learning to alter classroom norms and responding to students in authentic ways. (SR)

Finds that (1) teacher affinity-seeking strategies are positively and significantly associated with students' perceptions of teachers' competence and character, indicating that such strategies may assist in developing teacher credibility; (2) perceptions of teacher credibility and use of affinity-seeking strategies are positively and significantly…

Observation of 10,213 interactions in 182 secondary vocational classes found that (1) males received more teacher interactions than did females; (2) female teacher interacted more with males; (3) male teachers criticized males more often, but used praise, acceptance, and remediation equitably; and (4) very little praise or criticism was evident…

Reviews empirical research on teacher communicator style. Presents, describes, analyzes, and contrasts major foci of inquiries and addresses issues treated as unproblematic so far. Discusses the literature from theoretical, methodological, and cultural perspectives. (SR)

Discusses the contrast between traditional approaches to language arts instruction for special needs children and process-centered, communication-based approaches. Provides examples of research on process-centered, communication-based instruction for special needs children. Addresses implications suggested by this research. (RS)