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Peer reviewedAustad, Charles A. – Journal of Experimental Education, 1972
Purpose of the study was to determine whether teacher-student interaction and the effectiveness of using certain teaching strategies were functions of selected personality characteristics of the laboratory teachers. (Author)
Descriptors: Data Analysis, Educational Research, Interaction Process Analysis, Microteaching
Peer reviewedBledsoe, Joseph C.; And Others – Journal of Educational Research, 1971
Secondary school students perceptions of their teachers were analyzed by pupil characteristics and teacher characteristics. Academic achievement, pupil sex and age, teacher experience, and subjects taught were among the factors affecting students evaluation of teachers. (JB)
Descriptors: Academic Ability, Observation, Science Teachers, Sex Differences
Peer reviewedStauffer, Russell G. – Reading Teacher, 1971
Suggests that directed reading-thinking activity, characterized by (1) inquiry, (2) selectively processing ideas, and (3) feedback, is more creative for both the teacher and pupils than the teacher-centered directed reading activity. References. (VJ)
Descriptors: Beginning Reading, Critical Reading, Directed Reading Activity, Feedback
Peer reviewedGlock, Marvin D. – Reading Teacher, 1972
Descriptors: Academic Achievement, Expectation, Low Achievement, Reading Instruction
Peer reviewedSchultz, Edward W. – Journal for Research in Mathematics Education, 1972
Twenty student tutors were each matched with two elementary school children, one judged to be compatible and one incompatible on the basis of a test of interpersonal relations. After nine one-hour weekly tutoring sessions (in remedial arithmetic) no significant relations were found between student achievement and either compatibility or tutor…
Descriptors: Arithmetic, Elementary School Students, Instruction, Mathematics Education
Yee, Albert H. – Educ Admin Quart, 1970
This study of interpersonal relationships between teachers, principals, and students finds that attitudes of teachers and principals toward children are correlated positively although pupils' and principals' ratings of teachers lack significant correlation. (JH)
Descriptors: Interpersonal Relationship, Principals, Social Class, Social Exchange Theory
Brophy, Jere E.; Good, Thomas L. – J Educ Psychol, 1970
Descriptors: Classroom Communication, Classroom Observation Techniques, Expectation, Grade 1
Lindley, Danial A., Jr. – Engl J, 1970
Based upon a paper at annual convention of National Council of Teachers of English (59th, Washington, D.C., November 28, 1969). (SW)
Descriptors: English Instruction, Learning Motivation, Role Perception, Student Needs
Luis, Earlene – Engl J, 1970
A recounting of some of the author's experiences the first year of her return to teaching high school English, with tongue-in-cheek advice to colleagues. (RD)
Descriptors: English Instruction, Secondary School Teachers, Student Attitudes, Student Teacher Relationship
Shutes, Robert E. – Claremont Coll Reading Conf 32nd Yearbook, 1968
Descriptors: Cognitive Development, Cultural Context, Educational Problems, Environmental Influences
Bruce, Matthew H. – Rev Educ Res, 1969
Descriptors: Educational Research, Elementary School Teachers, Guidelines, Reference Materials
Feeney, Georgiana – Claremont Coll Reading Conf 32nd Yearbook, 1968
Descriptors: Compensatory Education, Creativity, Divergent Thinking, Educational Philosophy
Smith, Louis M.; Kleine, Paul F. – Sch Rev, 1969
Study supported by a grant from the U.S. Office of Education.
Descriptors: Cognitive Development, Perception, Psychological Patterns, Role Perception
Peer reviewedFessler, Ralph; Burke, Peter J. – Educational Leadership, 1983
A model presented here offers a framework within which supervisors can respond to differences in teachers by considering relationships among their personal needs, role expectations, and job behavior. (JM)
Descriptors: Elementary Secondary Education, Job Satisfaction, Models, Role Perception
Schubert, William H.; Schubert, Ann Lynn Lopez – Journal of Curriculum Theorizing, 1982
A dialogue, in which one curriculum theorist tries to understand how another curriculum theorist teaches curriculum theory, is presented. The dialogue shares worthwhile approaches to teaching curriculum theory and explores assumptions that lie behind the problems of teaching curriculum theory. Implications evolving from the dialogue are discussed.…
Descriptors: Curriculum Development, Curriculum Problems, Educational Practices, Educational Theories
