Classroom behavior of experienced and novice teachers was studied in terms of: (1) use of student cues; (2) instructional responses to cues; and (3) teachers' instructional goals and prior knowledge. Experienced teachers used twice as many kinds of instructional actions, as well as more complex associations between cues and responses. (Author/PP)

Techniques of classroom observation were used to increase teachers' awareness of the variable participation of boys and girls in science and craft lessons. The work indicates that considerable efforts may be needed to achieve the balanced participation of girls. (JOW)

Described are the individual problems and frustrations encountered by three Japanese teachers working within a rigid school system. Without calling specific attention to the parallel, the situations described in the article could easily be applied to many American schools. Much attention is given to student evaluation problems. (MA)

The basic assumptions and historical roots of CBTE are examined; the rise and development of opposition to CBTE is traced; and predictions of CBTE's future are ventured. (MM)

Education must be designed so that it flows naturally in accordance with our country's principles. (MM)

Article presented a true story of how two cities ran testing programs and the lessons that can be learned from their failures. (Editor/RK)

Describes a study that compared the teaching behavior of teachers in an institution for delinquent children to that of teachers in urban junior high schools. (JG)

Investigated was growth in creativity under two different teacher behavioral strategies (student-structured and teacher-structured learning). Results indicated that students in a nondirective, student-structured science class made significant gains in figural creativity with no loss or gain in student verbal creativity. (BT)

Relates various experiences that illustrate one teacher's way of dealing with teaching problems common in inner-city schools. (MLH)

The teacher educator must look for qualities of openmindedness, flexibility, and high moral standards in prospective teachers since maladjusted persons can damage students. (JD)

Before researchers can adequately establish empirical relationships between teacher behavior as an independent variable and student achievement as a dependent variable, when studying teacher effectiveness, they must deal with the problems of instrumentation, methodology, and statistics. (MM)

The discussion of three impediments associated with scientific inquiry into the nature of teacher effects demonstrates that some of the methodological obstacles confronting educational research can be overcome and that methodologically respectable teacher-effects research can be conducted. (MM)

Once teachers are aware of and thus able to monitor particular behavior, they begin to act in accordance with their beliefs about optimal teaching; if discrepancies between their present behavior and their stated goals are real, most teachers will change their behavior immediately. (MM)

Several papers are summarized dealing with experimental studies of questioning, tutoring, program implementation, generic and specific teaching skills, and teaching low SES backgrounds. (MM)