Instructors who are sensitive to the needs of adult students promote a classroom atmosphere conducive to learning. Students learn best when following a well-organized program of instruction. (JOW)

Often too little attention is paid to the implementation of a new curriculum developed with considerable expenditure of both funds and energies. It is suggested that a greater fidelity of use would be achieved by a multilevel approach to implementation spanning several years. (JS)

All too often, the research dealing with sex equity is overlooked by teacher supervisors. Research findings dealing with verbal interaction patterns and various alternatives to following sexist examples are presented so that unconscious sexist teaching behaviors among both male and female teachers can be identified. (CJH)

Examines the dynamics of collaborative projects on the teaching of writing. Discusses the relationship from a perspective which views schools and colleges as two different cultures and introduces several critical practice initiatives for dealing with these situations. (MM)

A study of changes in the intellectual behaviors in the classrooms of 29 student teachers of social studies across three periods of practice teaching is described. Student behaviors on the final practicum were compared with those of experienced teachers. Results are discussed. (Author/MT)

This review summarizes research findings on teacher receptivity to the implementation of changes in the educational system. Models of implementing change should include variables of teacher attitude and appraisal of change and perceived expectations and beliefs about educational issues. (SLD)

Indicates the differences between preteachers' and experienced teachers' cognitive schemes for classroom management. Experienced teachers reported using more pro and antisocial strategies than did prospective teachers. Both relied on antisocial techniques for active misbehaviors and prosocial for passive. (JK)

Presents findings of case study in which both a teacher's belief systems and instances of decision-making opportunities for prechool children are compared and analyzed. Emphasizing instructional strategies used to promote children's decision-making, topics addressed include elements of a teacher's belief system; influence of belief systems; and…

Investigated implications of cognitive development of preservice teachers (N=91) as it related to their classroom teaching performance. Results obtained support a general portrait of teaching behavior specifically related to teachers of differing cognitive functional levels. Implications for professional training programs are discussed. (Author/JN)

Describes the Basic Practice Model of Instruction, a direct-instruction model that expresses the research findings on teacher effectiveness in a coherent pattern of teaching, and places these findings into a meaningful framework to guide instructional improvement and teacher training. (HOD)

It is suggested that because of the bias of teacher evaluation instruments in favor of certain concepts of excellence, an evaluation technique in which students report whether or not teachers act responsibly rather than excellently, providing information for both administration and faculty, would be preferable. A sample instrument is proposed.…

What research indicates about the issue of effective whole group instruction is presented and discussed. Teacher behaviors apt to be helpful are listed. (MNS)

Outlines an approach to developing schemata using elementary school teachers' self-reports of their interactive thinking and reviews alternatives to traditional teaching skills. Describes schemata in the form of those models. (Author/HOD)

Discusses a study which examined the attitudinal and subjective norm variables which impact the behavioral intentions of preservice elementary teachers. Results suggest that measuring preservice teachers' attitudes toward science cannot adequately predict nor provide a satisfactory explanation of their science teaching behaviors. (ML)

Presents specific information to help teachers give clear and precise directions. (SRT)