Teachers of different languages diconnect themselves from one another, which fragments the profession. Secondly, the choice and use of language often has a disconnecting force. Theses of a book by Neil Postman are considered concerning ineffective communication and communication that has unreasonable or trivial purposes. (SW)

Concludes that the higher the cognitive level reached and maintained by the teacher during an instructional session, the higher the mean performance of pupils following an instructional session. (Author/RL)

Provides several lists of effective teachers' characteristics. Urges that reading teachers keep these characteristics in mind to improve the learning environment and thus help students become better readers. (RL)

Recommends that language teaching be organized by complexity of communication tasks rather than by difficulty of linguistic structure, that learner speech be analyzed on its own terms borrowing methods from child language studies, and that the adjustments in speech that teachers make in talking to students be recognized as such. (MLA)

Regardless of the direction of pupils' preferences (humanistic or custodial) the more closely pupils' perceptions of their teachers' actual behavior approximated their conception of ideal teacher behavior, the more positive were their attitudes toward teacher and school. (Author)

Research projects concerned with teaching skills and teacher education, which originated at the University of Waikato (Hamilton, New Zealand), are reviewed. (GW)

A definition and model of teacher stress is presented which conceptualizes teacher stress as a response syndrome (anger or depression) mediated by (1) an appraisal of threat to the teacher's self-esteem or well-being and (2) coping mechanisms activated to reduce the perceived threat. (Author)

Interpersonal communications and problem solving is critical and pressing. This aspect is the focus of teacher education programs in which teachers examine their interactions and develop new modes of communications and new skills for problem solving. (Author)

Significant differences were found between teacher emphasis of the memory and application levels of Bloom's Taxonomy and pupil achievement at those levels. At the memory level, differences in achievement were probably not due to differences in ability. At the application level, differences in pupil achievement may be due to ability, not teacher…

To discover how students perceived they were being helped to learn, three teacher nonverbal behaviors (invasion, touching, and eye contact) were investigated in secondary education typewriting classes through the use of silent videotaped teacher-student enactments and several significant findings were indicated, including a noted difference in…

A review of recent research on teacher education yields seven strategies characteristic of effective teachers. (MJB)

The results of this study indicate that teacher expectations can have a substantial impact on student achievement, but that the strongest single predictor of teacher expectations is the student's achievement record. (JD)

Research based upon the concept that teaching consists of separate, enumerable acts has proven the opposite: that it is composed of interrelated activities and influences. (MJB)

First-grade teachers characterized by high knowledge of behavioral principles were more verbally positive with their classes and produced significantly higher residual achievement gain results for low-IQ and middle-IQ pupils than did first-grade teachers characterized by low knowledge of behavioral principles. (Author/MV)

Describes the structural characteristics of instructinal tasks and their influence on the types of control teachers exercise. Attempts to detail the relationships between task organization and leadership behavior in the classroom setting. (Author/RK)