The effect of pupils' reading miscues and achievement levels on their teachers' prompting decisions was examined in a study involving teacher trainees and elementary school special education students. Teachers were actively engaged in decision making, and although pupil traits affected teachers' decisions, teaching moves were sometimes…

This article reviews research on the treatment of boys and girls by male and female elementary school teachers. Little support is found for a general hypothesis that male teachers, when compared with female teachers, improve boys' academic achievement and reduce the number of problems boys experience in elementary school. (SB)

This paper considers the phenomenon of teacher-student friendships in the American high school. (MM)

This investigation presents information concerning the relationship of stability of teacher behavior to teacher effectiveness and teacher responsiveness to inservice training. (DMT)

Study of 24 second and third grade teachers to determine what characteristics and behaviors result in effective teaching. Results indicate that successful classroom performance is related to a highly autonomous attitude, preference for pragmatic activities, lecturing half the class time, having an abstract conceptual structure and the teacher…

Several questions are raised about what appear to be universal prescriptions for increasing teacher effectiveness. (MM)

Relations between certain cognitive and attitudinal characteristics and the instructional behavior of elementary school teachers are explored. (MM)

In this study, findings consistently support the hypothesis that cognitive style has the most impact during initial learning. (MM)

The Tuckman Teacher Feedback Form is a short, 28-item semantic differential which generates four scores, based on a factor structure described by Tuckman (1974), in the areas of creativity, dynamism (energy plus dominance), organized demeaner (organization plus control), and warmth and acceptance. (Author/MV)

Develops a theory of discipline that assumes that there are certain commonalities among disciplinary situations that transcend any specific discipline problem. (Author/RK)

Tests of teachers' ability to learn teaching through repeated use of closely defined curriculum indicate that familiarity with content and practice do not necessarily increase effectiveness. (JD)

Eight educational propositions support research that reflects the interacting effects of teacher and learner characteristics on educational outcomes. (MM)

The two major goals of this study were (1) to estimate the magnitude of the effects of teaching performance and (2) to determine if some teaching performances were more associated with greater pupil learning than others. (MM)

It is stated that classroom teachers have little or no competence in conducting formal research and, therefore, hold no value for research as a part of their classroom practice. (MM)

This is a report of a limited study of four factors that might affect a teacher's level of acceptance of mandated change. The factors are: (1) number of years the teacher and principal have worked together; (2) years of experience of the teacher involved in the change process; (3) whether the teacher has tenure; and (4) the participatory nature of…