Illustrates use of self-control procedures to modify teacher instructional behavior. A teacher wanted to increase the frequency of approval statements and decrease the frequency of disapproval statements. She followed a plan that included a card self-recording system, cues, and overt rewards. (Author)

This discussion demonstrates that in some instances what is actually reported as inappropriate student behavior may emanate from teacher-related biases, idiosyncracies, insensitivities, and perhaps teacher inadequacies. (Author/AM)

Explores the problem of violence in the schools, relates the research, shares historical viewpoints, and examines the peculiar difficulties of the schools by utilizing interviews with the chief of security and five junior high and two senior high school principals in the Baltimore City public schools. (Author/RK)

Discusses realities contributing to the avoidance of simplified characters by Chinese language teachers: (1) Many of them left China before 1949. (2) The Cold War and McCarthyism retarded the introduction of Chinese language realities. (3) Chinese language publications in the U.S. are mostly in complex characters. (KM)

Several hypotheses were tested: (1) task behavior in a Montessori classroom and an experimental activity are correlated; (2) teacher criticism causes low task persistence in both situations; and (3) praise causes higher involvement in both situations. Results confirmed all hypotheses except that between classroom reward and experimental…

Reports a study of the relationship between ability to perform science process skills and teaching behaviors of 169 preservice elementary teachers. Results indicate the level of ability to perform science process skill tasks is not related to teacher classroom behaviors consistent with teacher roles in new elementary science curricula. (SL)

Examines assumptions underlying the classroom activities of teaching and of objective evaluation. Teaching and learning are continuous and contingent activities, but testing and grading proceed under correspondence assumptions. Thus, bureaucratic demands for objective and standardized evaluations are often incompatible with the contingencies of…

Attempts to develop a system for gathering more accurate and comprehensive information about the act of teaching. Such an instrument could then be used through longitudinal studies to research which teacher competencies produce certain pupil learning. Instead of limiting research strategy to pretesting and posttesting, this study examines how…

Teachers rated responsibility and expected performance of first and second grade students. Actual classroom interaction was observed; high or low expectation was related to teacher praise or criticism. Other relationships between teacher expectation, perceived personal responsibility, teacher rating of responsibility, and teacher feedback behavior…

Sir Karl Popper is one of England's most distinguished contemporary philosophers and it is surprising that his thought has not permeated and informed educational discussion. This paper suggests that educationists have much to learn from Karl Popper's writings and explores ways in which his ideas can illuminate and advance discussion about…

Results of a national survey of pupil expectations of teachers' classroom behaviors are analyzed according to respondents' race, sex, socioeconomic status, and fathers' occupations. (GW)

Subjects with first names that teachers considered desirable differed significantly from children with undesirable names, on variability, flexibility of self-description, conflict, personality integration, expectations and aspirations about achievement behavior, and standardized achievement scores. (Author/BW)

The relationships between the delinquency rate of a school and the perceived behavior of its teachers and pupils were compared. The findings were discussed in the context of parental choice of school and questions concerning the tasks and activities offered to pupils and the nature of teacher/pupil relationships within the schools. (Author/RK)

The use of contingent ignoring to help reduce problems in the classroom has been advocated by behavioral psychologists, but in practice, teachers have found this procedure often is not successful. The potential mistakes are described. For each potential problem, a remedy is prescribed. (Author)

Six methodological principles are discussed for the teaching of pronunciation in English as a second language; ten points of approach located between methodology and technique are listed. (CHK)