The long maintained tenet that vocational agriculture teachers are overall a contented group with high moral was not supported by a study examining the relationship between Virginia first-year agricultural education teachers' morale and their classroom behavior. The methodology, results, summary, and implications are reported in this article. (BM)

Empirical evidence that relates teacher behavior to student achievement is minimal. (MM)

The process of building empirical evidence for knowledge about teaching will be long and slow. (MM)

Relationships between teacher attitudes and teacher background variables (academic background, teaching experience, and in-service training) were examined through a survey of 1,478 elementary school teachers in the experimental Hawaii English Project. Results revealed few significant correlations but some indications associating more advanced…

This article describes the work of the Faculty Resource Center at the University of Cincinnati and the programs it provides related to faculty development and discusses the need for examining organizational, interpersonal, and personal constraints on the behaviors of college faculty. (JD)

A systematic program to improve the quality of instruction by college faculty focuses on the following goals: to have each course taught in a highly effective manner; to have academic programs be useful and effective; to have faculty members value high quality instruction; and to obtain useful and valid evidence about the effectiveness of courses…

Clarifies a general approach to understanding teaching effectiveness research, outlines the requirements of the kind of research that is believed likely to result in verified generalizations about the primary dimensions along which effective and ineffective teachers vary, and provides an example of the kind of research it is believed is needed.…

Defining "effective teaching" involves a general conception of education and teaching, a conception of a curricular domain and its priorities, attention to the possible conflict in values and priorities among relevant groups, recognition of "functional equivalence," a multidimensional approach to data collection, combination and reporting, and "a…

Responds to papers in this Quarterly by Colley and Smith. (JM)

Results of this experiment indicate that negative first impressions of a teacher have a significant effect upon the classroom climate. (RW)

The research cited and the inservice experiences with teachers described suggest that attitude screening criteria and a training program show promise for producing administrators and teachers with democratic leadership abilities. (Author/IRT)

Teacher interruptions of oral reading can have adverse effects on reader progress. Teachers can effectively monitor their own behavior by audiotaping reading lessons, analyzing behaviors, and improving instruction. Teacher self-monitoring of timing, point, and form of corrective feedback may help negotiate remedial and special education students…

Recounts a discussion concerning Jo Fraatz's "The Politics of Reading: Power, Opportunity, and Prospects for Change in American Schools" and Kathryn Anderson-Levitt's article "National Culture and Teaching Culture" in the March 1987 issue of "Anthropology and Education." (MM)

Comparison of high- and low-expectancy students' perceptions of and causal attributions for teaching behaviors identified major differences between observed and perceived teacher praise and corrective feedback for high- and low-expectancy students. Two hundred seventy second- and third-grade students and eleven classroom teachers participated.…

Analysis of language used by 18 teachers, half in traditional nursery schools and half in early childhood special education classrooms, yielded six categories of verbalizations used during group instruction. Teacher verbalizations dominated instructional climates and did not vary significantly with regard to setting or type(s) of children.…